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'J'EAptlERS' GUIDE 5ERLES 




FIF^T WE 

GO TO SCHOOL 



MR 




Class J=Jilil5. 



TEACHERS' GUIDE SERIES 



BOOK I. 



WHEK FIEST 
WE aO TO SCHOOL 



M. HELEX BECKWITH 



EDUCATIONAL PUBLISHING COMPANY 
Boston New York Chk a<;o San Francisco 



Copyrighted by 

EDUCATIONAL PUBLISHING COMPANY 

1902 

Mo 



To Mv Sister 

Alice Lydia liE( kwith 

AViu. 

Wkote the Stories. 



CONTENTS^ 

InTROI)U< TION ........... 5 

Septembei!. Home Life ........ 7 

Story. How It Happened. A/ici' J^. Bcckin'fh . . .18 

OcTOBEK. Mother Nature ....... 23 

Story. Jiiiimy's Harvest. Aliw L. Beckirith .... 85 
NovEMBEK. Prey)arati()ii for Winter. Tliankso-ivinia; ... 42 

Story. Hope Desire's 'riianksuiviuii. ATirc L. lieckwifh . ;')8 

Decembkr. Loving and (living. C'liristmas .... aS 

Story. A Merry Christmas ....... 74 

January. Divisions of Time ....... ,S2 

Story. Cornelia's Hiding PUice. Al-'re L. Beckirith . .93 

Febriarv. Trades — Patriotism ...... i»6 

Story. The School Flag. Alice L. Beckivit/i . . . .111 

Mai!( II. Transportation . . . . . ... 114 

Story. Song of the Wind . . . . . . .123 

April. Sugar Making — Trees . . . . . .129 

Story, A Boy Who Hated Trees. Alice L. Beckwith . . 142 

May. Life in all Nature — Bird Day Program .... 149 

Story. A (^ueer Little Nest. Alice L. Beckwith . . . l(i;"> 

June. Last Days . . . . . . . . .170 

Story. A Frisky Wheelman. Alice L. Beckivith • • .174 

APPENDIX. 

Occupations . . . . . . . . . .177 

Cutting, Folding, Sewing, Weaving, Drawing, Painting, Clay, 
Paper Chains, Sticks and Peas, Parquetry. 
S()N(r Books ..... . , IfeS 

Story Books o ........ . 1^8 



IXTRODUCTIOX. 

September has eome again. Once more the school-house doors are 
open. What a troop of little children -will enter for the first time. As 
Ave watch them, let us remember that it is the first time. Heretofore 
Johnny has played for long hours, noisily or quietly, as fancy dictated 
" The boy's will is the wind's will," and it will not be easy to obey iron- 
clad rules. Initiate him gradually into the routine of school work. 

The ''Course of Study" in reading, number, and perhaps literature 
and nature study, has been made out by the school board, in graded 
schools, and must be accomplished. 

There may be different ways in which it can be done, but we will not 
interfere with or discuss these ; we will plan work and entertainment for 
the first half hour in the morning, recreation periods, and the seat work 
that is usually left to the discretion of the teacher. 

Instead of correlating reading and number and nature study from day 
to day, why not choose some subject for thought and study broad enough 
to cover a month's work ; one not lacking in variety, and with room for 
comparison and some play of the imagination? 

It is with this idea iii mind that the following suggestions are offered. 
If the three "• R's " correlate we have no objection; if, however, the 
children should read about an apple, count pebbles, and write about a 
bird, we will not be much distressed, for reading books and number les- 
sons are ready made for us for the most ])art. AYe take them as we find 
them, and they are really very good. 

Suggestions for ten different occupations are given in the appendix, 
but in a book of this size only hints can be given as to how they shall l>e 
used. The value of them is to illusirate the subjects that are outlined ; 
they are not designed for sequences of hand work. They have been used 
successfully to relieve the monotony of copying, sentence building, and 
word building, which form so large a part of the first two years of school 
work. 



SEPTEMBER. 

Subject: Home Life. Stoky: How It Happened. 

This is the first morning and what shall be our subject 
this month? First impressions should be pleasing ones, 
you think, and what will prove attractive to all? 

Let us try Home Life. Home is a magical word and 
can be made to cover things simple and complex. Intro- 
duce the subject in a morning talk, and let the children 
do most of the talking. You may suggest a little, ques- 
tion a little, but don't insist upon complete statements 
at this time. You will crush every particle of enthusiasm 
if you do. 

"Who lives at your house, John?" "Me and Nellie." 
" You mean Nellie and I," says the teacher. " Now tell 
me the whole story." 

He does so, but the " talk " is spoiled. This isn't the 
time to insist on good English; just take it as you find it, 
even if it is " h'aint got " and " terrible pretty." 

This first half hour should, give you the key note for 
songs, seat wark and recreation periods for the day. 

There are the members of the family, as told in the 
little finger songs found in any kindergarten song book. 



8 WHEN FIRST WE GO TO SCHOOL 

" This is the mother good and dear, 
This is the father with hearty cheer, 
This is the brother stout and tall, 
This is the sister who plays with her doll, 
This is the little one, pet of all. 
See the whole family, great and small." 

The thumb represents the mother, index finger the 
father, etc. 

Here is another one, as families ai-e not all alike: 

^* This is the grandmamma. 
This is the grandpapa. 
This is the motlier dear. 
This is the father dear, 
This is the little child, 
See the whole family here." 

At game time, let ditferent children represent the 
members of the finger family, care being taken to arrange 
them in size as the fingers are on the hand. 

As the children sing, '' This is the mother," the child 
who represents that member bows, as do each of the others 
in turn. 

After singing to the other family, have the families 
face each other two or thi-ee yards apart. One fjimily 
marches over to the other, while children sing: 

" We go across the street. 
Our neighbors dear to greet. 



WHEN FIRST WE GO TO SCHOOL 9 

"We who live just ovei- the way. 
Have come to wish you a pleasant day. 
How-do-you-do! " 

All shake hands as they meet. 

For seat Avork the lainilies may be cut from paper 
free hand, or from fashion })lates, and drawn with pencil or 
charcoal. 

Thei-e is the work each member of the family has to 
do. 

Mother does dilfei'ent things each day. 

" Washing day has come again. 
Get the washtubs ready." 

Let the children describe the process and imitate it. 

What articles are used? Why do we washV What 
materials? Where procured? 

If some child has a toy bench and tub, ask her to 
bring it. 

Have the children cut these articles, sew them on 
cardboard, model them in clay or paint them with water 
color. 

Draw posts and clothes line. 

Draw and cut the garments to be washed. 

Two tooth-picks and a piece of thread makes a "real'' 
line when stuck into a crack in tioor or desk, and the paper 
clothes can be pimied on. 



WHEN FIRST \VK OO TO SCHOOL 11 

Why ai-e ihey put ont of doors to dry? AVhat dries 
them? 

Experiment ))y hanging towels and paste eloths out of 
doors to dry. 

Another day mother irons. Let children ihustrate as 
before. 

Sweeping and dusting, cooking, cleaning — all the 
homely daily tasks are fall of interest for the children and 
afford the best of illustriitive work for eye and hand. 




Simple outline j^ictures may be put on the board for 
the children to copy. 

There is father's work. What does he do? Why 
does he go away from home? What does he do with 
the money he earns? 

Brother, "so stout and tall"; does he work? Perhaps 



12 



WHEN FIRST WE GO TO SCHOOL 



he goes to school. We Avill make a drawing book for him. 
Does he sell newspapers? Let us fold one. 

Six inch squares of paper folded through the middle 
and pinned through the crease make good books. One 
more fold added, folding back edge to front, makes the 
newspaoers. 



3ool^ 





Sister plays with her doll. Let the doll with her 
cradle and fnrnitui-e be made in clay, and have the 
clothes cut and folded. Tell them that old poem, '^ I once 
had a sweet little doll, dears." 

One important member is the baby. Teach the Pouls- 
son Finger Play, "" Here's a Ball for Baby," and read them 
"Where did you come from, Bn by dear? " Let the play- 
things of the baby be drawn and painted — the liall, rattle, 
bells, doll, blocks, cart, sled, and drum. 

In the kindergarten song books will be slumber songs 
for putting baby to sleep, and songs for all the different 



WHEN FIRST WK GO TO SCHOOL 13 

household tasks which can easily be adapted for games 
and which can be played with much dramatic action. 
This may be sung to a little march: 

" Oh, a happy band are we. 
Working here so merrily, 
What fathei- does we all can do, 
Now who will show ns something new?" 

All sorts of simple gymnastics can be done in a game 
of this kind. Insist that something new be shown after 
the}' are accustomed to the song, changing " father " to 
mother, brother, baby, etc. 

Not only the members of the family, but the house in 
which they Vivv, may receive attention. Does father own 
it or rent it? Is it a whole house or a tenement? 

The talk about the buying of the land, digrsrina* of 
the cellar, materials and workmen employed, children 
always find interesting, and as an occupation nothing 
proves more delightful than the cutting out of furnitui'e to 
furnish the house. Furniture catalogues should be saved 
for this purpose, and the advertisements in the daily 
papers. A large collection of these can be obtained with 
very little trouble. The little f(dks will like to cut them 
out at home and bring them ready for pasting. 

They may be mounted on tlrawing paper, and the 
more '^ rooms " the better. The kitchen, with its rangfe, 
table, and chairs; the pantry, wnth kettles and tins; (.lining 



14 



WHEN FIRST WE GO TO SCHOOL 



room, bed rooms, parlor, hall and cellar. We are million- 
aires now, and thei-e need be no limit to our expenditures. 
Such a gorgeous play room with the Christmas advertise- 
ments of toys; such wardrobes and closets of gowns fi'om 
fashion plates; conservatories rich in ferns and flowers 
from seed catalogues; and cai'riage houses with every 
known vehicle from bicycles to automobiles! 

As each sheet or " room " is completed, it should be 
kept in a large manila envelope in the desk, and when all 
are done they should be tied together with ribbon or 
worsted. A i)icture of a house may be pasted on the 
cover, and the members of the family on the next sheet. A 
weaving mat of soft gray, with strips of red or blue, will 
make a charming rug for the house. 

Call the attention of the children to boiders found on 
carpets, rugs, wall papers, and table linen, and to the designs 





WHEN FIRST WE GO TO SCHOOL 15 

in the same. Have these borders and designs copied in 
sticks and tablets, cut from paper, painted, and drawn. 

Squares of paper may be folded for table 
cloths, napkins, and towels, with fringes cut and 
borders drawn. From clay we will make dishes, 
and w^ith wooden tooth picks we can draw on 
them designs and ])orders. 

Nothing has been said about " construction 
work " from " oak tag " and cardboard. Most 
primary teachers think this is too difficult for the untrained 
fingers of little first year children. If their hand work is 
confined to the simple work herein outlined, they will be 
much better prepared to take it up in the second and third 
years, when they have acquired some skill with eye and hand. 

Don't forget to have a "story morning" in the 
pi'imary room. Set apart a certain day that the childi-en 
may look forward to it as the gala day of the week. The 
story must be told, not read to the little folks, and made so 
interesting that Sammy will forget how to wriggle. If it is 
a success, as you close they w^ill exclaim with one voice, 
" Tell it again ! " in great big capital letters. 

Two excellent stories for " Home Life " are " Moufflon,'"' 
and "Dicky Smiley's Birthday," in " The Story Hour," by 
Kate D. AViggin. "Epimetheus and Pandora," in "In 
Mythland," is a good myth, and a tale of your own child- 
hood days will probably prove most attractive of all. 



16 



WHEN FIMST WE GO TO SCHOOL 



We arc fortunate in having- such inexpensive ])ictnrGS 
as " The Peny Pictures " to select from, and such ones as 
■''Baby Stnart," "Feeding Her Birds," "Can't Yon Talk?" 
and "Family Cares," are good for this month. 



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I have sometimes tacked a stri]i of soft gray paper 
aci'oss a low blackboard, low down in i-each of the eyes 
and fingers of the children. In this paper I have cut slits 
to hold the corners of the pictures, so that they could be 
easily changed. The children would be sure to notice the 
new ones as they came into the room in the morning. 

By the way, is it not worth while to greet each child 
separately as he comes in, with a " Good morning, Tom," 
and a handshake? Maybe it is the only training in these 
little courtesies that some of the children will ever receive. 
Then, too, Tom is much more apt to come with clean 
hands if he knoAvs his teacher ex])ects him to gi'cet her in 
this friendly manner. It is so easy to say, "I so like to 



WHEN FIRST WE GO TO SCHOOL 17 

shake hands with Tom, his hands are so clean." This and 
the ^' Good night," need not be compnlsory, but it is a 
pleasant little habit that will grow if you plant the seed. 

Did you ever have a shelf in the school cupboard set 
apart for school playthings? It is an excellent plan. As 
the little people come in the morning, they can go there 
quietly and get what they like to amuse themselves with.- 
An old train of cars, a singing top, boxes of blocks, picture 
books, and children's magazines aUr prove more interesting 
than any toys at home. At five minutes of nine they must 
be put carefully away. 

Do you think it necessary that the children be made to 
"sit still" as soon as they enter that hallowed place, a 
school-i'oom, lest they "lose respect for it"? I don't. 
Why not treat it as a home and let them have a degree of 
freedom in it, at least till nine o'clock? After that, it 
depends much u])on circumstances and the principal. 

One word more. It is not necessary to exhaust a 
subject with first year children, but study it very carefully 
youi-self. Let the work be work, but let it be all the " make 
believe " you can think of. Put in all the fun and sunshine 
possible, and even then, this first year at school — 

"Ah! what master hand shall paint 
How they journeyed on their way, 
How the days grew long and dreary, 
How their little feet grew v/eary. 
How their little hearts grew faint ! " 



18 WHEN FIRST WE GO TO SCHOOL 

How It Happened. 

Alick Jj. Beckwith. 

"Oh, goodj, goody!'' cried Eva; " then I can really 
and truly go to the concert," and she hopped around on 
one foot, and clapped her hands in glee. 

Eva had come to spend two weeks with Uncle Fi-ed 
and Aunt Marion. It was the first tiuie that she had ever 
been away from home alone, and she felt as if she were 
almost a young lady. 

Wasn't she eight years old, and hadn't mamma let 
down her dress a whole tuck? 

" My ! I guess Brother Bennie will Avish he could go 
to a concert," said the little girl, as she was helping auntie 
wipe the dishes; "but most likely he'd go to sleep. I can 
tell him about it when I go home." 

"You turned off the lights — didn't you?" asked 
auntie of Uncle Fred fifteen minutes later, as he shut and 
locked the door. 

"Yes," he answered; "everything is as dark as a 
pocket. There comes our car." And in a twinkling they 
were on their way to the City Hall. 

Was there anything ever half so lovely as the music 
Eva heard that night? 

The singer had on such a beautiful dress too, and the 
little boy that played the violin wasn't a mite bigger than she! 



WHEN FIRST WE GO TO SCHOOL 19 

" I don't believe he could come all alone on the cars 
from Cedarville, though," waid Eva to herself. 

How the people did clap w^hen he made his bow for 
the last time, and the curtain dropped! 

"Did you enjoy it, dear?" asked Uncle Fred on the 
way home. 

"Oh! I guess I did. It was just splendid! " 

" Court Street ! " called the conductor. 

"Sleepy, Eva?" asked auntie, as Uncle Fred helped 
them oft*. " Little girls shouldn't l)e up as late as this very 
often — should they? "But — why, what is the matter?" 
and she stopped short on tlie corner, and grasped Uncle 
Fred's arm. He gave a low whistle. 

AVhen they left two hours ago the house was dark- and 
gloomy, but now it was ablaze with light from top to 
bottom. 

" The house is on fii'e, or else there's a surprise 
party!'' cried auntie. 

" 'Tisn't a fire," said Mr. Chase, " and no party, for 
there is ncj one moving. See, the shades are up," and he 
ran up the steps. 

The house was lighted by electricity, and it was plain 
to be seen some one had turned on the lights while they 
were away. Who could it be? They had left no one in 
the house. 

"Oh, don't go in without a policeman!" begged 



20 WHEN FIRST WE GO TO SCHOOL 

auntie ; so one was called, and he and Mr. Chase searched 
the house. Up stairs, down stairs, and in my lady's cham- 
ber, they went, but not a soul did they find. In corners, 
nooks, and closets they looked, but nothing' was out of 
place. 

"You may as well go to bed," said the policeman. 
" No one is here now, at any i-ate. You nuist have for- 
gotten to turn off the lights." 

" But I know I did tui-n them off,'' said Mr. Chase, and 
Eva nodded her little head. She remembered auntie's ask- 
ing him, and of glancing back as she ran down the walk. 
It always seemed so wonderful to her that one could 
darken or light a whole house by just touching a magic 
spring! You couldn't light the lamps at Cedarville in 
that way. 

" Well, I can't explain it,"" said the policeman, " but 
you're all right now. Grood night." 

Eva was sui-e she could never go to sleep, but her 
head scarcely touched the pillow before she was carried 
off to dreamland. 

Several days went by, and the mystery was still 

unsolved. IS^othing was missing, and Uncle Fred said: 

, " Either the house is bewitched, or it was a burglar 

who got frightened and left; for I know I turned the 

lights off." 

One evening, just at dusk, auntie sat by the fireplace 



WHEN FIRST WE GO TO SCHOOL 21 

in the sitting-room holding Eva. The Httle girl wasn't 
exacth" homesick, but it had rained all day, and she would 
like to see mamma and little Bennie! 

Auntie looked at the sober little face, and then said: 

'^ O Eva ! wlien I was a little girl, I — why, what in 
the world! " The room was all ablaze with light! 

Eva jumped down, pale with fright, while auntie, hear- 
ing a little noise, ran to the sofa. How she laughed! 

'^ Come quick, Eva ; we've caught the burglar in the 
very act ! '" 

The lights were turned on by means of a cord that 
hung just above the sofa. 

Topsy, the black kitten, feeling rather frisky, had 
caught hold of the cord, and, giving it a little pull, had 
lighted the w^hole house. He was standing now on his 
hind legs playing wnth the little tassel. 

^' Why, Topsy," said auntie, "" what a fright you have 
given us!" while Eva, hearing Uncle Fred's step in the 
hall, skipped out to tell him to come quick and catch the 
burglar, who now lay curled up in a little black heap on a 
rug by the door. 



OCTOBER. 

Subject: Mother ]^ature. Story: Jimmy's Harvest. 

" O suns and skies and clouds of June, 
And flowers of June tog^ether, 
Ye cannot rival for one hour 
October's bright blue Aveather.'' 

Oui- studies in Home Life in September will have pre- 
pared the little people for an introduction to -'Mother 
Nature." Teach them to know her, not alone from the 
"scientific point of view " — which maybe laid out in the 
"Course of Study" — but to love her beautiful and artistic 
moods as well. 

For instance, ask the little folks to tell you of some- 
thing beautiful seen on the way to school some morning, 
and when the}' mention the exquisite blue sky, let them try 
to paint it. 

Wash the paper over with clean water, and then put 
on a wash of clear blue. Leave some white places in the 
papei' for the fleecy clouds. 

Some day, if possible, have a painting lesson out of 
doors, whei'e if they "stand and stare all's blue." 

This will be the time to paint the trees in their gor- 
geous autumn robes. N^ever is nature so lavish with her 

23 



24 



WHEN FIRST WE GO TO SCHOOL 



colors as now, and the children follow her example. What 
delight they take in splashing on the paint! Carmine and 
gamboge rnn riot over the drawing sheet, but that half 
hour of bHss will be remembered for many weeks to come. 




Give the children dilferent kinds of leaves to "trace 
around " un drawing paper. Let them cut these out care- 
fully and mount on colored paper. Maple and oak are 
particularly pretty when neatly done. I'hey furnish excel- 
lent designs for sewing cards and studies for painting, also. 



WHEN FIRST WE GO TO SCHOOL 25 

Sketches of leaves and fruit simply done may be put 
on the blackboard for the children to copy for seat work. 

Taking a " leaf's picture " is very fascinating. Pro- 
cure at a photographic supply store a package of " blue 
print" in small sheets. (As you open the package be 
careful to let no light strike the paper.) 

Let the children select a small leaf, place it on a sheet 
of "blue print," and put both inside a camera printing 
frame, if you liave one. If not, put between a piece of 
cardboard and a piece of window glass, slipping rubber 
bands over the ends to hold all together. 

Stand the frame in a window in strong sunlight for a 
few minutes or until the paper has a "bronze" effect. 
Then remove it and put it in a bowl of clean water, being- 
sure that the children see the change that takes place. 

You should now have a beautiful white leaf on a blue 
background. 

A row of different kinds of leaves mounted on gray 
paper makes an artistic l:>order for a short blackboard. 
Flowers that can be pressed flat, like daisies and asters, 
" take good pictures." The blue prints mounted on white 
make pretty covers for the children's drawings. Let the 
childi-en draw the flowers and leaves and see if they can 
make as good pictures as the sun did. 

Taking a leaf's impression in clay i-equires careful 
work from the little fiuirei-s. 



26 WHEN FIRST WE GO TO SCHOOL 

Let the children make Httle plaques of clay, round or 
square, about 3x3 and i an inch thick. Press the leaf into 
the plastic material; remove carefully and the impression 
will remain. With a paste slat or tooth pick depress the 
clay around the impression and the leaf will stand out in 
bold relief. 

When the children have acquired a little more skill, 
teach them to model a leaf, and lay it upon the plaque. 
With a pencil make a hole in the plaque, tie in a piece 
of worsted and hang up the best ones for a while before 
returning them to the clay jar in the cellar. 

Lead the children to notice how Mother Nature cares 
for all her children. The trees are getting the buds' winter 
clothes ready. See tlie woolly blankets some wear and the 
water proof rain coats of others. 

The caterpillars are getting ready for winter, some in 
one way, others in another; the birds are going south; the 
days grow shorter and the leaves are falling. 

Choose some particular tree to watch and see how its 
aspect changes from day to day. Many homes will be dis- 
covered in it also, and the little people will begin to feel the 
universality of home life. 

'■The Child's World," by Emilie Poulsson contains 
good nature stories as well as Wiltse's "Kindergarten 
Stories and Moi-ning Talks." 
. Susan Coolidge's poem, " I'll Tell You How the 



When Fiiisr we go to school 27 

Le.ives Came Down," may be learned to recite in concert. 

" Songs for Little Children," Parts T. and II., Eleanor 
Smith, and " Songs and Games for Little Ones," Jenks and 
Walker, contain excellent songs and games for this month. 

"" Dainty Milkw^eed Babies," ^^ Good l)ye to Summer," 
" The Sqnirrel," " Where do All the Daisies GoV " " Five 
Little Chickadees," " Come, Little Leaves," make a good 
list. 

Ask the children to bring as many kinds of vegetables 
and frnits as possible for models for clay work, di-awing and 
painting. It is well to let them draw^ from memory also. 

A Little Game. 

.'^I am thinking of something," says the teacher, "that 
is round and red, and that grows on a tree. It is good to 
eat, and is ripe in the summer time." 

Willie guesses "cherries," and it is now his tnrn "to- 
think of something." 

The descriptions will not be very accurate at first, and 
if no one can guess what Willie has in mind, let him draw 
it on the board. (Free illustrations shonld be connected 
with ever}' subject if you wish to secure ready little 
" artists.") 

Limit the game to fruit one day, vegetables another, 
birds, trees, leaves, etc. It can be varied indefinitely to 
save it from monotony. 



28 WHEN FIRST WE GO TO SCHOOL 

The kindergarten " First Gift " is a great aid in teach- 
ing form and color. It consists of six soft balls of the 
rainbow colors. Many delightful little games can be 
played with them. 

Here is one: 

Place the balls in a ring and blindfold some child while 
one or two balls are taken away. Uncover the eyes and 
sing, 

^' Now tell, little playmate, which has gone from the ring, 

And if yon guess rightly we'll clap as we sing." 

(Other articles and the children themselves may be 
substituted for the balls.) 

Another: 

Put the balls in a basket and let some child sell them 
as fruit, singing: "Who will buy my lemons yellow,"' 
*"* apples red," etc. The one who buys hides his ball, and 
when all are sold the little fruit dealer is to see if he can 
remember who purchased from him, and what each one 
bought. 

Others will be found in kindergarten song books as 
well as directions for tree, flower and bird games appro- 
priate to the month. 

Now that the autumn migration of birds is going on, 
many empty nests may be found, especially in the country. 
It is well to have as many different specimens as possible. 
It is not always necessary to have them about the room as 



WHEN FIRST WE GO TO SCHOOL 29 

" ornaments '' to catch the dust, but they should be laid 
away for a time of need. 

If you like to observe special days, October will give 
you Discovery Day, with the story of Columbus, and the 




first link in American history. These patterns of the 
King and Queen of Spain, and the Indians were cut from 
some child's magazine several years ago. They were 



30 WHEN FIKST WE GO TO SCHOOL 

designed to he traced and cut from cardboard patterns, and 
have given delight to many little people. 




Harvesting is going on ont in the fields and gardens. 
Vegetables are being })nt into the cellars, fruits are 
being gathered and canning and jelly making are taking 
place at home. 

We will fold a cupboard. 

Place a five-inch square of ^japer on the desk with an 
edge looking at you. Fold i-ight edge to left edge; open 



WHEN FIRST WE GO TO SCHOOL 



31 



it, fold right edge to center line; fold left edge to center 
line. The two last folds make the doors. 





no 

rfff 





Di'aw three pencil lines inside for shelves and we will 
fill them with cans of fruit and glasses of jelly. These 
should be cut fi-om colored paper and neatly pasted on the 
"shelves." The cutting may be "free hand,'' but more 
pleasing results will be obtained if the children ai-e given 
cardboard patterns of cans and glasses. 

Acorns make charming: tea-sets. 




Jack-knives are not very plenty in first year rooms, 
but if the teacher makes a cup or two by cutting off the top 



32 WHEN FIRST WE GO TO SCHOOL 

of ail acorn and adding a bit of wire, or a bent pin for a 
handle, and a teapot with a piece of toothpick for a nose, 
some big brother at home will help little sistei- make a 
whole tea-set for the school-room doll, and the '^ dainty milk 
weed babies "^ will make a fine sofa cushion for Miss Dolly. 

No doll is ever more loved than the school-room doll, I 
am sure. 

I have in mind now a kindergarten doll that had seen 
many years of active service. Her head was made of some 
kind of metal with an enamel coating, and she had belonged 
to Miss Kate herself — the kindergartner — when a little 
girl. She rejoiced in the name of Daisy Ellen. 

Daisy Ellen had such beautiful clothes! They were 
made of stout cotton, with buttons and button holes, and 
could be truly washed and ironed. 

She w^ore a thick warm coat and bonnet in the winter, 
had mittens and overshoes, and a dear little canvas bag in 
which she always carried her night dress when she went 
out to spend the night. She was somewhat of a " gad 
about," I must confess, for she seldom spent two nights in 
succession at the same house. 

What tales she might have told of the homes she 
visited and what sermons she probably preached of the 
desirability of clean, plain wearing apparel, but being a dis- 
creet as well as a well bred young woman, she made no 
reports on her return. 



WHEN FIRST WK (iO TO SCHOOL 33 

But Tilly, black-haired, black-eyed Tilly, was going to 
California. Tilly had few of this world's goods* that she 
could call her own, and when Miss Kate bade her farewell 
she gavp her Daisy Ellen to be her traveling companion 
diu'ing the long journey. 

Another doll that T k)iew a's as found on the school tree 
at Christmas time. 

This was a baby doll, and she was taken home to be 
washed regularly, once a week, by some little girl who 
craved the privilege. 

The request was gi-anted when the mamma at home 
had been consulted by the little maiden and her consent 
won, never otherwise. There were too many real babies in 
those homes, and too much " washing " already without 
adding anything extra. 

How many new bonnets ""Ella "had that year it would 
be difficult to say, but a new one a month would be a low 
estimate. They were always made by a " first year " 
amateur milliner fi'om a poor little scrap of muslin or silk, 
found probably in somebody's ragbag. 

There were many discussions between teachei- and 
pupils as to what food Ella should eat, and finalh' beer, 
black cofiee, and tea were omitted from her diet. Would 
that they might have been eliminated from that of her 
caretakers. 

Poor Ella! do you still occupy a cornei* of the lower 



34 WHEN FIRST WE OO TO SCHOOL 

shelf in the school-room cupboard or have you been con- 
signed to the rubbish heap in the back alley? 

The month grows old, the evenings are chilly, bonfires 
light up the night, and Hallowe'en is here. 

Don't forget the fun with Jack-o'-lanterns, and remem- 
ber to tell Brownie stories with their tricks and frolics. 

We will go to the Perry Company again for pictures, 
for they have plenty that cost but a penny each. 

Some of Landseer's animals, other pictures of dogs, 
rabbits, cats, and squirrels, with good prints of autumn 
scenes of harvesting, are most appropriate for this month. 



when first we go to school 35 

Jimmy's Harvest. 

Alice L. Bkckwith. 

'VDo yoii want any vegetables this morning, Miss 
Lncy?" asked Jinnny Finch, as he left his eart in front of 
Miss Lncy Hawkins' steps and tapped lightly on her 
screen door. 

"Well, I don't know," said Miss Lncy, as she w^alked 
bi'iskly fi'oni the kitchen to the broad, snnny piazza. 
"What have yon got?" 

" AVell, I gness about as fine things as any market in 
town. Everything is picked tVesh. Here ai-e squashes, 
pumpkins, melons, celery, and — oh! don't you want some 
nice beets? Here ai-e turnips, too! You never saw better 
ones ! " 

" Those beets are nice. Til take some of them, and 
those pumpkins look splendid! Brother John is very fond 
of pumpkin pie. How nuich is that one beside that winter 
squash?" 

" That's ten cents," said Jim. •' Thanks," as he depos- 
ited it on the steps and received his change. "I hope it 
will make a first rate pumpkin pie." 

"Won't you stop and rest a Avhile?" said Miss Lucy. 
"That cart must be pretty heavy for a hig boy to draw, 
and a boy of your size must be pretty tired," glancing at 
his little crutch that he had just picked up. 



36 WHEN FIRST WE GO TO SCHOOL 

* Perhaps I could, just a minute. Pitcher's Hill is 
kind of tough, but I don't mind the rest of the way, and 
my leg don't ache half as bad as it did when I first came." 

" Just let me look into my oven a minute," said Miss 
Lucy, " and then I'll bring my beans out here to shell. 
Don't you Avant a cookie?" i-etnrni ng with a delicious 
plateful. "" Put two or three in your pocket," as Jim 
thanked her most heartily; "they'll help you a sight up 
Pitcher's Hill. 

"■^ Are you going to stay with Deacon Clough all 
winter?" 

^' Oh, no, only until my vegetables are ripe," replied 
Jimmy. 

""Oh, is that so? I was in hopes we were going to 
make an old settler out of you," said Miss Lucy, smiling. 
"How did you and Deacon Clough become such good 
friends?" 

" Why," said Jimmy, drawing his chair nearer and 
taking a hand at the beans, " Deacon Clough offered to 
take some of these ah — pure air children, is it, you 
call 'em?" 

" Yes, fresh aii*, same thing," said Miss Lucy, listening 
attentively. 

" My teacher in the city knew Mr. Clough, and she got 
mother to let me come. We've had a fine time, all of us, 
but I couldn't jump on the hay, and run, and do the things 



When first we go to school 37 

the other hoys did, so I used to weed Mrs. Clongh's flower 
bed. 

" One di\\ Mr. Clough told me if I'd hke it he'd give 
me a ])ieee of land for my own garden, and T eonld have 
what I raised.'' 

Jimmy's eyes shone. "My! but I was glad! Don't it 
seem funny the way things grow? Why, when my beans 
wouldn't stay in the ground I kept covering them up and 
coverhig them vp, until one day Mi-. Clough came out and 
saw me. ' AVhy, sakes alive, Jimmy!' he said, that's the 
way they ^/ro^r.'"' and Jimmy laughed at the recollection. 

"■ I suppose you are getting rich fast. What are you 
going to do with your money?" 

''Oh, that's a secret, Miss Lucy. Only Mr. Clough 
and T know about it. I'd tell you if I could tell any one. 
Maybe I can some day. I must be going and get my 
vegetables sold or I shan't get my hoeing done. Thank 
you, ever so much, Miss Lucy. Your cookies ai-e the best 
in town." 

Miss Lucy laughed merrily. •' Thank you; call again, 
Jimmy, and don't hurry too fast." 

You could see Jimmy almost any day driving into 
town with Mr. Clough, or wheeling his little cart of 
vegetables through the streets of the little village. 

Everybody bought something of the little boy, and his 
face beamed as his store of dimes grew larger. 



38 WHEN FIRST WP. PxO TO SCHOOL 

" Think it's going to rain to-day? " said Mr. Hopkinson 
-one day, when Jimmy carried over some potatoes. 

"No, sir," was the prompt reply. 

" Well, well, are you a weather prophet besides being 
a farmer? " asked Mr. Hopkinson, good-naturedly. '' What 
makes yon so sure?" 

" When the ants leave a little opening in the top of 
their holes it's going to i-ain, but when the}' bnild them 
np round it is going to be dry. They w^ere round this 
morning.*" 

"Ha! ha! ha!" laughed Mr. Hopkinson; "if you haven't 
the science fine ! You beat the ^ Farmers' Almanac' " 

" Jimmy," said Mr. Clough, one day, " what in the 
woi'ld are you going to do with those toads?" as Jimmy 
appeared with a dozen or moi'e in a grape basket. 

" Well, Mr. Clough, I'm going to try an experiment. 
I've tried to think of a way to keep out those bugs on my 
pumpkin vines. I happened to think Miss Gray said for 
us to be kind to toads, they were such a help to the farmer 
by eating his bugs; so I thought they wouldn't mind help- 
ing me if I gave them a good spot." 

How he did enjoy those last October days! 

The merchant, Mr. Jenks, bought all of his potatoes 
and onions. 

Mr. Clough told him if he would stay until husking he 
would go shares with him on the corn. 



WHEN FIRST WE GO TO SCHOOL 89 

Besides the garden produce, he gathered a great many 
nuts from the walnut trees on Mr. Clough's farm, and these 
found a ready market in the city five miles away, so when 
the husking was over he had what seemed to him a small 
fortune. 

"I say, Jimmy," called Sam Jenks one morning, ^~ will 
you sell me your best pumpkin there in the bai-n for thirty 
cents?" 

" What do you want it for? " said Jimmy, sitting down 
on the fence to rest his poor leg. 

■'Why! for a Jack-o'-lantern. It will make the best 
of any in town.*" 

Jimmy thought a minute. 

" No," he said, " you can't have it." 

" Oh, come now," coaxed Sam. " Fll give you my 
jack-knife, too." 

Jimmy was firm. " No," he replied, " it's not for sale." 

" Well, I call you stingy," said Sam hotly, as he found 
coaxing was of no use. " Keep it then. I hope it will 
spoil." He had had his eye on that pumpkin for a long 
time, and this was a disappointment. 

■' It won't," called Jimmy men-ily, as he ti'udged up 
the hill. 

When he told Mr. Clough about it that night at 
supper, his friend said, " Thirt}^ cents was a good price for 
it; why didn't you let it go?" 



40 WHEN FIRST WE GO TO SCHOOL 

Jimmy dropped his fork. 

'^ I planted that when it was a Uttle seed, and saw it 
grow into vines, and leaves, and bud, and blossom, and I 
watered it every night that dry spell. ISTow I could 'most 
get a prize on it at the County Fair. I wouldn't let the 
President of the United States or any other fellow have it 
for a Jack-o'-lantern, not if he give me a doUar! "" 

Mr. Clough shook with laughter, and Mother Clough 
said, ''' That's where you are right, my boy. I'd as soon 
give it to the ])igs. But Avhat are you going to do 
with it?" 

" Oh, ril hud the best kind of use for it, you'll see." 

Early one crisp iSroveml)er morning Miss Hawkins 
heard a team drive into the yard. 

Upon going to the door she saw Deacon Clough with 
Jimmy perched on the high wagon seat beside him. 

" Hello, Miss Lucy," he cried, his face beaming. "I've 
come to say good-bye. I'm going home, and I want to tell 
you what I'm going to do with my money. I've got ^fi/ty 
dollars, and Mi'. Clough know s of a big doctor who's going 
to make my leg well. We're going to see him to-day. 
Isn't that jolly?" 

" Good-bye," he called again, waving his little crutch 
as they drove away. ^'I'm coming back next suumier and 
then I'll be a sure enough farmer." 

"I may as well do the dishes," said Mrs. Clough, 



WHEN FIRST WE GO TO SCHOOL 41 

wiping her eyes as the sound of the wagon wheels died 
away; "hut how I sludl miss that boy! " 

She stooped to Hft the dish pan from the httle cup- 
board under the sink. What ailed it? It seemed to weigh 
a ton. " I never saw the like," she exclaimed, as she finally 
succeeded in getting it out, and there inside was Jimmy's 
precious pumpkin. 

A note was twisted around the handle which read: 

'' Dear Mrs. Cloagli: 

Please make a pie out of this for Thanksgiving. It 
will make a splendid one, won't itV T wish I could have a 
piece, but you and Mr. Cloagh can eat it for me. I was 
saving it for you all the time. I 'most know 'twould have 
took a prize. 

With love fi'om 

Jimmy." 



IS^OYEMBER. 

8ubjj:ct: Prepahatiox for Winter. Thanksgiving. 
Stojiy: Hope Desire's Thanksgiving. 

" The days gi'ow chill and the nights grow cold." 
Let ns prepare for winter. The fnrnace fire must be 
lighted, stoves put up, houses banked, and double windows 
and storm dooi-s added to keep out Jack Frost. 

Little children wear gay caps, bright hoods, and warm 
mittens. Even kitty's fur and doggie's coat grow thicker 
as the weather changes. 




Mother Nature has been having a house cleaning 
time. The strong wind has carried her seeds hither and 
thither, blown away dead branches, swept her trees bare, 
and dried up the mud. 

42 



When first we go to school 4S 

The little seeds and roots have been tucked up for the 
winter in the warm earth, under blankets of leaves, the 
squirrels have gathered their nuts, and with many other 
animals, both big and little, are ready for a long Avinter nap. 

The cattle can no longer stay in the pasture, but are 
kept in the barns that are full of fragrant hay. 

No sighing about "^ the melancholy days, the saddest 
of the year," from little children, but thankful hearts Avhen 
the cold comes for bright fires and warm clothes; glad, too, 
that the birds are enjoying the warm southland, and that 
the flowers are tucked up snug and warm, even if we do 
miss them. 

Teach '^ The Farmer," and ''The Miller," from the 
Poulsson Finger Plays this month in connection with 
harvesting. 

Ernest Seton Thompson's '' Wild Animals I Have 
Known," and Kipling's ''Jungle Stories," contain excellent 
tales that can be adapted for the children if they are told 
and not read to them. '' Proserpina " is one of the best 
myths for this season. 

But it is this month that contains the glad home 
coming day. Thanksgiving, so dear to all oui' hearts, and 
the latter part of November finds us looking forward to 
the gala day. 

Because I have found it full of profit and pleasure, I 
give here the account of one year's preparation. 



44 when first we go to school 

Phepakixg for Thaxksgivin<4. 

"In three weeks 'twill be Thanksgiving/' announced 
the small bay on Monday, as he held out his hand to say 
good morning to his teacher. 

This gave the keynote foi- the first morning talk. 

Why did we keep Thanksgiving? Was it just to 
^' eat turkey," as a little girl down stairs had said on 
Fi-iday? l^o, the children were all sure thrtf was no reason 
at all, even if their ideas in regard to it were I'athei' 
indefinite. 

But Columbus and his voyage was a subject of too 
much interest to have been forgotten, so it was not difficult 
to introduce the Pilgrims. 

We began the story with the leaving of the English 
home. The "" whys '' and '^ wherefores " of this they could 
not understand, of course, but the freedom of going to 
church wherever one pleased, in a land where one place of 
worship was as good as another, was not " over their heads.'' 

The sojourn in Holland was particularly interesting. 
The quaint customs, the dykes, the storks, the skates, the 
boats, the windmills, and the wooden shoes made a most 
fascinating week. 

Such books as " Little Folks of Other Lands," "Zig-zag 
Jfmrneys," and " Hans Brinker," are very helpful, while for 
life among the Pilgrims, " Standish of Standish," by Jane 
Austen, is the very best of all. 



WHEN FIRST WE GO TO SCHOOL 45 

At last we embarked on the " Mayliower,'' bade our 
friends farewell, and set sail for the new land. 

We cut the boat, modeled our chests, cut ti'unjvs full 
of clothes and linen, sewed bonnets and hats, painted the 
sea, and learned many of the names of the voyagers. 



THE MAYFLOWER. 

'^ But could they rememljer those, and how they must 
have been crammed! Of what use was it?" 

It may not have l^een of any great value, but it added 
nuich to the interest. 

Each child could i-emember oat name without taxing 
his memory very much, could he not, especially if it was 
given him for his own, and he played that he was that 
individual for eight whole days? 

His teacher tried to remember all of the cliaracters 



46 WHEN FIRST WE GO TO SCHOOL 

represented when Captain Standish looked at her with his 
big blue eyes and asked, softly, " AVill you please call us 
by our play names all the morning?" Sometimes she 
forgot, but congratulated herself when at noon, with a 
good-bye handshake, she could give the right name to 
each child. 

AVhat fun it was! We had Elder Brewster, Governor 
Carver, AVilliam Bi-adford, John Alden, Priscilla, Desire, 
and Mary, to say nothing of the worthy mothers. Our 
dear Rose Avas sweet Rose Standish, and surely no one 
forgot her name. Peregrine White was not forgotten, and 
a tiny girl chose to take his part. 

The sickness and death that followed their landing at 
Plymouth Avas sad, but it was true, and it was an earnest 
little band that listened to the pathetic tale. 

In the sand table we built the village. Two boxes of 
the "Fifth Gift" were borrowed from our kindergarten 
friends down stairs. Eight cubes made the fort on the hill, 
and two cubes and two half cubes made very good houses. 

Some " Plymouth views " and various descriptions of 
the old town, furnished a plan accurate enough for all 
practical purposes. 

Captain Standish's house near the fort, the common 
house, store house, and five smaller dwellings nearer the 
beach, were all we attempted, with a boat folded from 
paper anchored to Plymouth Rock in the harbor. 



WHEN FIRST WE GO TO SCHOOL 47 

For trees the bo3"s brought some pine and hemlock 
branches, l)are twigs, and some dainty ground pine, which 
made most beautiful ones ])y putting the stems into spools. 

The teacher herself realized better than she ever did 
before what it meant to belong to that brave company 
when the miniature settlement was completed. 

The kindness of the Indians was not forgotten; visits of 
Squanto and Samoset gave added zest, while the advice to 
plant the corn " when the leaves on the oak trees were as 
big as a mouse's ear," was one of the things written over 
and over at the children's request. We had an encamp- 
ment of Indians also, with wigwams made of brown paper. 




TREKS IN SPOOLS. INDIAN WIGWAM. 



We wove baskets out of weaving mats, strung long 
strings of bciids, jDainted gorgeous striped blankets, made 
cardboard canoes, and bows and arrows of sticks and 
string. Some of this woi'k, with the best of the outline 




I'ATTEUM FOK WMiWAM. 

Cut out oiip-thiid of oiiTle— A B. Paste A :ind B tosrptlipr. 



PATTERN FOR CANOE. 

(Fold on dotted lines.) 



WHKN FIRST WE OO TO SCHOOL 49 

drawings, was tied into little books for souvenirs to take 
home, a small picture of the departure from Delfthaven 
being pasted on the cover. 




L~--^ 



KT 




CANOE. 

SewPd with worstPfi "over and over" at ends. Decorations — fre'e-liand paintinpr. 

As the Hi'st Thanksgiving dinner was supposed to 
have been served out of dooi's with many Indians as invited 
guests, long tables were folded, and chairs also for the 
people (two-inch sticks), and added to the collection in the 
sand table. 

For games we had, " This is the way we wash our 
clothes,""' in connection with the first historic washing day; 
sang the " Builders," played " The Cooper " in honor of 
John Alden, who made us tubs and pails, and as farmers, 
planted Indian corn. 

'f We go across the street, 
Our neighbor dear to greet," 

was revised to read: 

'^ We go across the street, 
Priscilla dear, to greet," 

or "Miles Standish dear, to g-reet." 



50 WHEN FIRST WE GO TO SCHOOL 

This proved a great favorite as it took in each child in 
turn. 

As the story of the brave little company went on from 
day to day, the "little Pilgrims " grew to be thankful for 
sun and rain, seed-time and harvest, and were ready to 




PILGRIM HAT. PILGRIM. 

(f'tit or sewed.) 



consider a day of *" Praise and Thanksgiving " — a fit end- 
ing to the autumn season and were glad that the custom 
had been continued and handed down to us through the 
centuries. 

The gala day of all was the morning when the boys in 
white paper collars and cuffs, and the girls in Puritan caps 
sat around the long table for the Thanksgiving breakfast 
— a " truly " one. 



WHEN FIRST WE GO TO SCHOOL 



51 



Samp and molasses, fiied cakes and apples made up 
the bill of fare. Before we had finished, some Indians 
arrived, and Samoset in a real Indian blanket, and feathers 
purloined from the hall duster, presented us with a basket 
of pop corn. 





BOV'S COLLAB. 



PURTTAN CAP AND CUFF. 





PATTERN FOR PURITAN CAP. 



KERCHIEF. 



" Did we do any reading and writing- or just play all 
the time? " 

Yes, we did a fair amount; enough so that the chil- 



52 WHEN FIRST WE GO TO SCHOOL 

dren " passed in June," without any question being raised 
as to their fitness. 

They were children with two years of kindergarten 
training, and perhaps the " Puritan blood " in their veins 
added to the intensity of their enthusiasm. 

If one has no sand table, the village can be laid out on 
the number table, and if " Fifth Gifts " are wanting, every one 
has the one-inch cubes for number work, plenty of them. 
A two-inch square cut from manila drawing paper oi- "' oak- 
tag" and folded through the center, will make an excellent 
roof to place on top of the prism made with two of the 
cubes. 

" We have not wings, we cannot soar. 
But we have feet to scale and climb," 

and if we can help the children to gain the height where 
they can look upon that devoted Pilgi'im band with a little 
of the love and reverence they deserve, will it not be worth 
while in these twentieth centuiy days when it is more the 
fashion to deride their strictness than to cherish their ideals 
to right and duty? 

" The feehng that finds no expression dies." 



when first wk co to school 53 

Hope Desire's Thankscjiviivg. 

A. L. Beckwith. 

It was the day l^'fore Thanksgiving, and Hope Desire 
Bradcot was down on hvv knees before the l)ig fire-place 
cleaning the brass andirons and saying to herself, ^^ Oh, I 
wish, how I wish I had a doll! " 

Did yon ever hear of snch a thing! A little seven- 
yeai'-old girl not to have a dolly! But Hope Desire's 
mainma didn't believe in dolls, and Hope Desire herself was 
a little Puritan gii-1 who lived many long, long years ago. 

""Come, child,"" called Mother Bradcot, "yon have 
scoured those irons long enough now. Sit down and learn 
your catechism. Uncle Lovejoy and Aunt Thankful will 
be here to-morrow and they'll want to hear you say it.'' 

Hope took down the book from the shelf near the old 
clock, and sat down in one corner of the long high-backed 
wooden bench called a ^ settle," but all the time she was 
thinking of Betty Oldfield's doll. 

" Oh, if 1 only had one! *" she sighed, again and again. 

Betty Oldfield was the little girl who lived next door, 
and this very morning she had shown Hope a " I'eal truly " 
doll that her sailor-uncle had brought her from Holland, 
the only one Hope Desire had ever seen in all her life. 
Think of that! 

"Oh, it is so beautiful!" Hope said to hei'self. '^AU 



U WitEN FIRST WE CrO TO SCHOOL 

made of avoocI, witli big, black eyes, and a red nose and 
month, and it has a cap too, with a ruffle like grandma's, 
and a dress that buttons! " 

" Can't T make one out of something? Oh, I could, I 
do believe I could out of a corn cob, only there's this cate- 
chism to learn and twenty rows to knit on father's socks 
before supper, and it is two o'clock already. But I do 
want Cousin Waitstill to see it to-morrow/' 

Then a little frightened look came iuto her eyes and 
her cheeks grew very red as she thought, " I'll do it after 
I go to bed. Mother lets me put out my own candle now, 
nobody will know, and anyhow I must have a doil,'" and 
she thought and planned about it as she worked away the 
rest of the afternoon. 

" Come, daughter," said her mother when the supper 
things had been put away, " it is bed-time; say good-night 
to father and grandmother. We must be up be-times 
to-morrow.'' 

Quickly the little candle was lighted, the good-nights 
said, and she hurriedly undressed and crept into bed. 

Then she listened! She heard her father wind the 
clock, rake the ashes over the fire, bolt and bar the outside 
door, and then all was quiet. 

Hardly daring to breathe, she drew from under the 
pillow a fat round corn cob from which she had stripped 
the corn when she went to feed the hens that day. 



AVHEN FIRST WE GO TO SCHOOL 55 

Then with fear and trembUn^ she went to work. 

How still it was! Not a sound could be heard save 
her own little frightened heart that went thump! thump! 
Her cold fingers flew fast, the candle burned lower and 
lower, and she wondered what her mother would say if 
she knew^ 

But w^hat a beauty the doll was going to be! 

Some sci-aps of old white linen from the rag-bag made 
a cap, and a piece of her own best linsey-woolsey gown 
made a dress, while a corner of an old shawl wi-apped round 
Miss Dolly's shoulders covered up her lack of arms. 

" You must have a name, dear," whispered the little 
girl. '"' Betty calls her doll Barbara, and you shall be 
Dorothy Ann ; " then with a piece of charcoal that she had 
saved from the ashes, the last fine touched — eyes, nose, 
and mouth — were added, just as the old kitchen clock 
rang out ten. 

Almost too frightened to move she blew out the light 
in breathless haste, and covering dear Doi'othy Ann's char- 
coal mouth with kisses, she clasped her tight in her arms 
and cuddled down under the warm bedclothes. 

^' Oh, oh! " she said as she ti'ied to go to sleep, '"' I was 
never up so late in all my life. What will mother do to 
me?" 

The warm sunlight was streaming in through the one 
little thick glass window when Hope Desire's mother called 



56 WHEN FIRST WE GO TO SCHOOL 

" Come, daughter," and she awoke to find it Thanksgivmg 
Day. Dorothy Ann, with her big charcoal eyes, was lying 
on the pillow beside her. 

Not daring to let the doll be seen she stowed it away 
in her little corner cupboard and ran down stairs to set the 
table for breakfast. 

By the time the dishes were w^ashed, and the cate- 
chism said again, Uncle Loyejoy, Aunt Thankful and 
Waitstill arrived; then they all went to meeting, walking 
in a solemn line to the place of worship. 

Would you like to sit still in church for three long, 
dreary hours, on a wooden bench with no back, on Thanks- 
giving Day? This was what little Hope Desire was 
expected to do. 

Was it any wonder that the brown eyes, open so late 
the night before, should grow drowsy and that the little 
tired head should nod? Fainter and fainter grew the 
preacher's voice, farther and farthei- away it sounded, and 
in spite of Cousin Waitstill's warning glances and quiet 
nudgings, a dreadful thing happened. Hope Desire 
Bradcot fell fast asleep! 

But even this was not the worst! 

The ^*tithing-man," always on the watch, saw her and 
came and gave her two sharp little raps with his long stick 
that had a i-abbit's foot at the end. 

Poor Hope Desire! The disgrace was too much. She 



WHEN FIRST WE GO TO SCHOOL 57 

grew red and white; then the hot bhnding tears came as 
she thought of a little girl who sat up till ten o'clock the 
night before di-essing Dorothy Ann, when she should have 
blown out the candle at seven. 

What should she do? Hovv could she face them all at 
dinner? Would they let her have any dinner, and would 
meeting never be done? 

The preacher said " Amen " at last, and the people 
walked solemnly home. 

Xot a word was spoken to Hope Desire until the 
house was reached; then her father, with a stern face, led 
her to her grandmother, who was too old and feeble to go 
to meeting, and said, '^ Oar daughter has disgraced the 
name of Bradcot. She fell asleep in meeting-time and was 
wakened by the tithing-man."" 

This was more than the poor child could bear; she 
rushed into her room, drew Dorothy Ann from her hiding- 
place, and threw herself into her mother's ai-ms, sobbing 
out the whole story. 

""Will you forgive me, mother?" she moaned, and 
Mother Bradcot, who was very much like mothers the 
world over, hugged her up to her and said, " Yes, child, 
l)ut you must go to bed at sundown for a week — you and 
Dorothy Ann." 



DECEMBER. 

Subject: Loving and Giving. Christmas. 

Story: A Merry Christmas. 

" Christmas bells, Christmas trees, 
Christmas voices on the bi-eeze; 
We send ^ A Merry Christmas ' through the air, 
We send ' A jVIerry Christmas ' everywhere."" 

There is a pretty custom in vogue in some kinder- 
gartens of observing the children's l^irthdays as they occur 
during the year. 

^' One of our friends has a birthday," announces the 
kindergartner to whom the secret has been confided, when 
the children are assembled in the morning circle. '^ Those 
who do not know about it may guess." 

Sometimes the little face betrays nothing, but often 
the sparkling eye and " best dress " make guessing easy. 

" Yes, it is Mamie's birthday. Shall we sing the song 
for her?" 

"All hail to thee, fair morning, 
The first of all the year! 
When gleams the ruddy sunshine 
We'll shout with voices clear, 

58 



When first we go to school 5d 

Oh, a liappy new year to Mamie dear, 

To Mamie dear, so dear, 
Oh, a happy new year to Mamie dear, 

To Mamie dear, so dear. 

The old year has departed 

With all its gifts of cheer, 
And now with smiles to greet lis, 

Behold the new appear. 
Oh, a happy new year," etc. 

From '' Songs and Games for Little Ones." Jenks and Walker. 

During the singing of the chorus all bow and salute 
Mamie. 

Now, the birthday child chooses her favorite song, 
leads in the march, chooses the play she likes best at game 
time, and is allowed to ^' help " more than the others 
during the morning, " for it is her birthday, you know." 

Perhaps Mamie brings a treat for the whole class, and 
no matter how simple the lunch ma}^ be it is very much 
appreciated, and she is the happiest of all because she has 
been the cause of so much pleasure to others. 

Let us adopt this custom and remember the children's 
birthdays in some simple way. 

A picture may be framed with paper foldings as a 
token of love to take home. The miniature Perry Pictures 
are good for this purpose. The Educational Publishing 
Company, Boston, have Thorwaldsen's "Night and ^lorn- 



60 WHEN FIRST WK GO TO SCHOOL 

ing," and several other standard prints which they sell in 
sheets (ten or more in a sheet), for a few cents. 

The birthday child should choose his picture and 
mount it on white or gray cardboard about 7 x 7. He 
should also choose a pretty tint of folding paper for the 
frame. The following is an easy pattern: 

Fold a five inch square of paper into six small squares 
by folding front edge to back, riglit edge to left, front edge 
to middle crease, back edge to middle crease, right and left 
edges to middle crease. Three squares folded in this w^ay 
will probably be enough for a room full of children. Cut 
the papers in the creases and give one small square to each 
child. 




SMALL SOrARKS FOLT>ED. 



To fold a small square : Have a corner looking at you ; 
fold front corner to back corner; (do not open) ; fold back 
corner to middle front edge. By alternating the foldings in 
pasting them around the edge of the cardboard, the edges 
will join, no gaps be left, and square corners can be made. 

If any foldings are left they can be saved till another 
birthday child chooses the same color. 

Do not think the child will not appreciate this little 
souvenir. He will, even though he have many presents at 



WHEN FIRST WE GO TO SCHOOL 61 

home; for all united to make this for him, and he should 
learn to value gifts for the love that goes into the making. 

Whittier's birthday comes this month, and if you like 
to celebrate, there are many incidents connected with his 
life that make good stories. Let his benign fiice look 
down upon the little flock, sketch a picture of his home, 
and tell of the loved ones that it sheltered. 

They will like to roam the fields with '• The Barefoot 
Boy" and go to school with the little girl who loved him. 
His pets, the dog, the squirrel, and the parrot, are all inter- 
esting; and be sure to i-ead them his ""Red Riding-Hood." 
What prettier picture can you find of a generous soul than 
the little maid out in the shrieking gale, dropping 

" For beast and bird forlorn 
Her little store of nuts and corn "? 

Have the children (;lose their eyes, name the different 
objects, and tell how they look. 

Paint a word pictuie so that they will feel the beauty 
of it, and really love Red Riding-Hood. Then they may 
illustrate it. 

A pencil sketch lies before me, done by a little boy of 
seven, in which I can feel the wind blow as I look at Red 
Riding-Hood's dress and watch the squirrel poising on the 
drift. 

The centre of interest, however, will be Christmas. 



62 



WHEN FIRST WE GO TO SCHOOL 



Let us take advantage of it and begin the work early so 
that we may enjoy the spirit of it. 

If oui- previous talks have been of home life and the 
love there, now is a chance for the children to show an 
appreciation of that love in the joy of giving. 

As we have a rollicking time with St. ^ick, each child 
can feel that he is a little Santa Claus, while the tiny 
fingers make j^retty gifts for the home people. 




PATTKR>f FOR MATCH SCRATCHER. 



When possible, have the children earn the few pennies 
that will be needed. The gifts will then seem entirely 
their own. A very good way is to have a mother's meeting, 
and explain what is wanted, and when those good helpers, 
the mothers, are interested, success is sure to follow. 



WHEN FIRST WE GO TO SCHOOL 63 

Let the gifts be simple ones. Intricate patterns will 
prove a delusion and a snare, and the work too soiled to 
use when completed. 

Square weaving mats folded into envelopes w^ith sheet 
wadding and perfume powder inside, make the prettiest of 
sachets for mamma; a simple pattern sewed on a card, with 
sand paper glued to the back, will make a match scratcher 
that will please papa. Folding, cutting, and parquetry 
make pretty decorations for screens, boxes, and frames. 

Procure some sheets of stiif cardboard, 7x9, and 
soft gray in color, some three inch calendar i)ads, and 
some Madonnas from the Perry Company. Cut oft" the 
white margin from the pictures and let each child .choose 
one. 

Draw a pencil line two inches fi-om the top of the card- 
board and let him paste the top of the picture on that line. 
Underneath have him paste the calendar and put a little 
ribbon through two holes you have punched at the top, to 
hang it up hj. See if it is not pretty enough to be placed 
in any home. 

If the children are equal to it, a little booklet may be 
made. Use drawing or water color paper for the covers, 
and have a spray of holly done in paint, or colored pencils. 
Have some song or poem copied on plain j^aper, four lines 
on a sheet, and tie between the covers. 

" A Christmas Hymn," by Eleanor Smith, is pretty for 



64 



WHEN FIRST WE GO TO SCHOOL 



this, as the lines are short. Mamma will prize this as 
" Charlie's first writing." 

Little Christmas quotations may be put upon the 
board, one each day, for the little folks to copy. 

Give them a cardboard pattern of a stocking, good 
size, and let them cut white paper stockings to write 
the quotations on. Warn them that the foes must all point 




BOOKLET COTER. 



one way. Keep them in an envelope until they have a 
half dozen, and then make the covers of water color 
paper. Paint a bright heel and toe; stripe the legs, and 
tie the white leaves between. 

Making paper chains and stringing popcorn for deco- 
rations will keep restless hands busy, and give much enjoy- 
ment. Some children can bring corn all ready for stringing, 



WHEN FIRST WE GO TO SCHOOL 



65 



others some on the cob, and if the janitor is good-natured, 
he will pop it, or let yon, over the furnace tire. 

Memory goes back to one stormy morning with few 




STOCKING FOR COVBll. 



children present, when corn stringing was welcomed with 
great glee for the occupation periods. 

The little fingers flew fast and before the allotted time 



66 WHEN FIRST WE CA) TO SCHOOL 

was over the corn was growing dolefully less. More was 
promised at recess, but it seemed long to wait. 

Finally Harrj', a little Norwegian boy, exclaimed, " Oh, 
if you'll just hustle up and pop it now we'll go without 
recess, and we'll sing for you all the time you're pop- 
ping it." 

Nobody could resist that appeal, so the '"hustling" 
and the popping were undertaken to the accompaniment of 
the Christmas carol which floated down the basement stairs. 

Ask the mothers to " blow " the eggs they will use for 
cake that week, by making a little hole in the end and 
blowing through, and to give the shells to the childi'en for 
their Christmas work. 

A little strip of paper pasted over one end for a 
handle, and decorations in water color, colored pencils or 
gold paint added and you have very pretty tree ornaments. 

Tell all of the difterent customs of keeping Christmas 
in other lands that you can find — for we are learning that 
homes are not all alike — and study the poems and legends 
that bear upon the subject. 

If we have kept each child's birthday, what added 
interest there will be in the keeping of the birthday of the 
Christ-child, and in the knowledge that it is kept "where'er 
the sun does his successive journeys run." 

The Bible Christmas Story — why is it not more inter- 
esting' to the children? Is it because we talk about " a 



WHEN FIRST WE GO TO SCHOOL 67 

babe wrapped in swaddling clothes," " wise men," and 
"frankincense and myrrh" in our endeavor to be exact — 
words that mean nothing to them? May we not tell it this 
once as we would any other story, with descriptions of the 
country and people, the journey of the men and camels, and 
the sheep asleep upon the hillside? Then make the center 
of interest the Baby, a real baby, that they will wish to see 
and love, and leave the story with the thought that people 
loved Him because He was such a loving Boy, and only 
kind loving deeds find any place as we keep His birthday. 

When the presents to take home ai-e all finished, a 
little tree is very nice decorated entirely with the children's 
handiAvork, chains, strings of corn, tree ornaments, and the 
little gifts for papa and mannna. It requires no elaborate 
preparation. The singing of the carols the children have 
already learned, a story told by the teacher, and the distri- 
bution of the little gifts to the parents is quite enough for 
entertainment. Don't spoil it Ijy having any ])resents for 
the children. Let that part be for the home. 

If you are not going to have a tree and want " the 
best kind of fun," with little trouble or expense, try 

Saint Thomas's Stajff. 

You will need a little spruce tree about four feet tall. 

Perhaps if you are in the country the chairman of the 

school board will jDrocure this foi* you and fit it into a solid 



68 WHEN FIRST WE GO TO SCHOOL 

block of wood. Anyway you can get one just the right 
size at a Christmas supply store. 

Next, get six or eight sheets of pale pink tissue paper, 
the prettiest tint that you can find, and half as many sheets 
of dark green, the color of the tree. At a " fancy goods " 
counter, get some wee brass bells, kettles, coal-hods and 
dolls, not any of them to be over an inch long. 

A spool of coarse, black linen thread, a spool of fine 
wire, a yard of narrow lace, and a spool of pink embroidery 
silk the color of the pink paper, completes the outfit. 

From the {nnk tissue paper, cut twice as many circles 
five and a half inches in diameter as there are children. 




CIKCLK FOLDED FOR FLOWERS. 



Then, putting two circles together (one above the 
other), fold them in quarters, folding front to back, and 
then left to right. 

Holding the lower left corner in your left hand, run 
the paper through the fingers of the right hand nntil it is 
well " crinkled." Then smooth it out a little, still holding 



WHEN FIRST WE Oo TO SCHOOL 



09 



it at the center, and you will have a very pretty pink 
flower, with a double row of petals. 

Dress one of the dolls in a sci'ap of the lace; fasten it 
m the center of the flower with a bit of the embroidery 
silk and wire the blossom to the end of one of the branches 




CAPS TO COVER FLOWERS. 



of the little spruce tree. Make as many blossoms as there 
are children, putting a little trinket in each one. Cut as 
many five and a half inch squares from the green tissue 
paper as you have children. 

Place a square on the table with an " edge looking at 



70 WHEN FIRST WE GO tO SCHOOf. 

you," and paste the bacl: edge and the left edge together. 
At the back left corner tie a piece of linen thread a yard 
and a half long. 

Put these caps or cornucopias over the flowers on the 
tree, twisting the lower points lightly around the stem to 
hold it in place. 

The tree now stands covered with green buds just 
ready to burst into blossom. To prevent the threads from 
tangling, they should be wound into little skeins and 
pinned to the top of the buds. 

The day you close for the holidays after the carols and 
story, tell a little tale somewhat after this fashion: 

The LEf4E]srD. 

Once upon a time, long, long ago, there lived a man 
named Thomas, who had such a loving heart, and did so 
many kind deeds, that the people in the village where he 
lived called him "" Thomas the Good." 

As the years went by he grew to be veiy old, and one 
Christmas morning he awoke with the thought, " For the 
first time in my life I have no little i-emembrances to give 
my friends. My hands are now too feeble to carve toys for 
the children or to make little useful articles for the 
mothers. Ah, well! I can only give them my love this 
time," but he felt a little sad about it. 

Going to the door of his little house, he looked up at the 



WHEN FIRST WP: GO TO SCHOOL 71 

gray sky and the golden stars fading away one by one, and 
prayed that only loving thoughts and kind deeds should 
find any room in the world on the Christ-child's birthday. 

As he jjrayed, lo! the staff on which he leaned sud- 
denly changed into a tiny tree, and as he gazed with 
wondering eyes, it budded and then blossomed into the 
most Avonderful flowers he had ever seen. 

Oh, was he not happy then ! With a joyous heart he 
broke off every blossom, and filling a little basket with 
them, he went from house to house, leaving one of the 
beautiful flowers on every doorstep. 

The peo])le when they found them cried, " They are as 
lovely as the flowers of heaven are said to be; Thomas 
the Good must have left I hem," and they cared for them 
and loved them, calling them ^ St. Thomas's roses." 

When you finish, have the tree — which the children 
must know »o^/rm^ about — brought in and placed in full 
view. 

How big the eyes are! What is it? It does not look 
quite like a Christmas tree. 

"It makes me think of St. Thomas's tree," says some 
one. 

Now form a ring, or a double ring if you are cramped 
for space, around the staff. 

Give to each child one of the linen threads to hold, and 
tell him not to pull it a bit. 



72 WHEN FIRST WE GO TO SCHOOL 

Oh the mystery and delight of it! 
What is coming? 

" We're planting now St. Thomas's staff, 
Upon this festive day, 
And it will blossom bright ere long, 
Just as the legends say," 

recites the teacher, and adds, 

" One, two, three, pull." Off come the green caps and 
the tree is covered with its wealth of pink blossoms. It is 
ever so pretty. One moment of breathless silence and the 
" ohs " and " ahs " begin. After it has been admired for 
some time, cut off the flowers, each in its setting of little 
green branches and give one to each child to take home. 
Pin it to his outside coat, as there is no danger of fi'eezing 
these blossoms. 

For room decoi-ations, the pictures trimmed with green 
branches of pine, spruce or laurel, are very pretty, and fes- 
toons of papei" chains in red and green add to the attrac- 
tiveness of the place. 

Get as many Madonna pictui'es as you can — and no 
teacher need be without a good supply — and let each 
child choose his favoi'ite one to frame and take home. 

The old poem, 

" 'Twas the night before Christmas, 
When all through the house, 



WHEN FIRST WE GO TO SCHOOL 73 

Not a creature was stirring, 
Not even a mouse," 

the children enjoy dramatizing. 

Stockings may be drawn by the children on the board, 
and when the curtains are down and the childi-en asleep, 
Santa, of course, comes and fills them. When morning 
comes let the little folks draw beside then' stockings what 
Santa put inside. 



74 WHEN FIRST WE GO TO SCHOOL 

A Mekky Christmas. 

" Good morning, Tom. How nice and warm tiie room 
is!" said Miss Sanderson, one cold, frosty morning, to 
Tom B lackey, the Hooker School janitor, a boy of sixteen. 

"Only a few more days and then Christmas and vaca- 
tion. Aren't you glad, Tom?" 

" No, I'm not. I wish Christmas was years oft," and 
Tom gave his brush a violent bang. 

" Not glad ! " said Miss Sanderson in amazement. 
"Not glad of Christmas, and no dirty I'ooms to sweep 
for two weeks? Why, Tom, what's gone wrong? You 
must be crazy ! " 

" Christmas is nice enough for the rich who have all 
they want," said Tom, sullenly, " but the fellows like us 
don't have no fun. I wouldn't mind it foi* myself, you see, 
but it's the little one,'" and for a moment Tom's face 
softened. 

" Poor Tim, if it wasn't for Christmas he wouldn't 
miss things so." 

" Who's Tim ? '" asked Miss Sanderson. 

" Why, Tim is my brother. He fell and hurt his back 
when he was a little shaver, and he's never been the same 
since. He can't walk much, and lately has been worse. 
He's been teasing me to take him down town to see the 
show windows, so I did the other night. 



WHEN FIRST WE GO TO SCHOOL 75 

"111 McGregor's window was a little rocking chair 
with red cushions that took the little chap's eye. He's got 
it into his head that if he's good, and don't cry when his 
back aches, that maybe, on Christmas Day, Santa Clans will 
bring it to him. Every night he'll say, ^My back won't 
hurt so bad in my little chair, mother'; and it hurts me 
that bad to have him disappointed that I feel like fisting 
the first fellow that says Christinas, 

•'Does the work here want to be erased, ma'am?" 

'^N^o, I'll save that a little longer; that's all this 
morning, thank you. Here, take this orange to Tim and 
tell him Miss Sanderson sent it." 

Just before the bell rang for dismissal Miss Sanderson 
said: "I've a story to tell you, boys and girls, a real true 
story. How many of you are glad that Christmas is 
coming? " 

" Why, we all are," answered a chorus of voices. 

"What is Christmas for? It is a time when we should 
tiy to make some one happy beside ourselves, is it not? 
So papa and mamma are planning good times for you, and 
you are all hoping for some nice present, something you 
have been wishing for, for a long time, perhaps. 

"Well, down on Myrtle Street lives a little boy who 
wants Christmas to come very much, too. But he isn't 
strong and well, like you. He has a weak little back, and 
he can't even walk. Everv dav he counts on his little thin 



76 WHEN FIRST WE GO TO SCHOO\ 

fingers the days that are left before Christmas, because he 
hopes that Santa Clans will bring him something he has 
wanted ver}^ much. 

" Ko, Willie, it isn't a tin horse, or a drum, or a train 
of cars. It's a little chair in McGregor's window. It has 
soft red cushions, and he thinks they would keep his little 
back from aching." 

"Is his father going to buy it for him?'' asked Sammie, 
from the back seat. 

" He hasn't any father, and liis mother is too poor, and 
his brother — our Tom, who takes care of the school room 
— can't spare the money, because he has to buy coal and 
things to eat. I^ow think how disappointed he will feel if 
he doesn't get it," 

" Oh ! " said several voices, and the sober faces watched 
Miss Sanderson, anxiously. 

" Perhaps he might get it," said one little voice. 

" Perhaps he might," said Miss Sanderson, brightening. 
" There are thirty children in our room and thirty in Miss 
Lannon's. If each boy and girl could earn five cents, it 
would help very much. Think it over, and tell me in the 
morning." 

"We could, we could," cried eager voices, as Miss 
Sanderson bade them good night. 

Miss Sanderson's children came from homes where 
there were not many spare pennies and their chances for 



WHEN FIRST WE GO TO SCHOOL 77 

earning money were few, so she was a little doubtful of 
her experiment; but the next morning assured her of its 
success. 

" How many remembered the story I told you last 
night?" she asked, when school had been called to order. 

" I did, teacher,''' and a tiny hand waved in the air, 
while another dove into the pocket of a pair of baggy 
trousers. " Here's a nickel for an cxti'a shine," and a pair 
of black eyes beamed with pure delight. 

'^Good!" exclaimed Miss Sanderson. 

" Here's three cents," and another grimy hand went 
up. " A lady gave it to me because I saw her drop her 
handkerchief. I did want to buy some candy lions at 
Smith's bad, but I thought of our boy and I put 'em in 
my pocket and ran to school." 

" That's fine ! " and Miss Sanderson's face was 
wreathed with smiles. " ^ow, little folks, what do you 
think! Mr. Patty says he is going to tell all the boys 
and girls in the building about Tim, and he has fastened a 
little tin box on the door of his office, and every time we 
have any spare pennies we will go and drop them in. 
Then in ten days, the Friday before Christmas, we will 
count up and see if we have enough. Be careful not to 
let Tom know and we will surprise him, too." 

The days came and went, and every day brought con- 
tributions for the box. No one was allowed to beg for 



78 WHEN FIRST WE GO TO SCHOOL 

money at home; each penny must be earned, and the ways 
were nmnerous. 

" I've got a nickel," cried Oelina one morning. 
" Grandpa paid it to me 'cause I sat still and stopped talk- 
ing for ten minutes by the clock," and her knobby braids 
bobbed with glee as she skipped to the office. 

'■ Hard earned money," laughed Miss Sanderson to 
herself. 

" How's Tim? " she asked Tom one noon as he came 
in to erase the boards. 

" Pretty plucky ; he's dead set on Christmas, and it's 
too bad. I'm going to buy him a drawing book, but he 
just can't have the chair." 

Friday afternoon came at last, and the hist mite 
had been deposited. Mr. Patty met all the children in 
the lecture room at thi-ee o'clock. The box was in his 
hand. 

There was breathless silence. Each eager face 
watched Mr. Patty as he poured the contents on the 
table. Did it ever take so long for pennies to be counted 
before? But what a pile! 

Nine dollars and ninety-tive cents, and a nickel makes 
— "Ten," shouted the chorus, as Mr. Patty pulled one out 
of his pocket and added it to the pi'ecious pile. 

" We can buy a wheel chair, now," said the principal, 
"and perhaps Tim can come to school next summer." 



When first we ("t(^ to school 79 

Such a clapping as there was! Tim ahiiost could have 
heard it down on Myrtle Street. 

Tom heard it down in the basement, and said to him- 
self, ^ Wonder what's up? Something about Christmas, 
most likely," and he looked pretty sober. 

" I'll buy the chair,'' continued Mr. Patty, " and see 
that it is sent to the house to-night. Will that do? Do 
you think you can trust me to pick it out? "" 

" Yes, sir," came as one voice, and then fhe children 
were dismissed. 

"What makes you so cross. Tommy?" asked Tim, as 
Tom sat by the stove warming his feet after supper. 
"Christmas is to-morrow, you know, and then we'll be glad." 

" I ain't cross, little one," said Tom, as he lifted the 
little cripple upon his knee. 

" Tom's tired," said his mother, " that's all. You had 
better undress now^, dear, and creep into bed." 

"All right," said Tim. "I just can't wait to see if 
Santa brings me my chair in the morning." 

"Whatever will we do, mother?" said Tom, when the 
house was quiet. " The poor little chap will feel so bad." 

" I know it,'' said his mother, " but I have knit him 
the stockings, you have bought the drawing book, and the 
fruit man on the corner sent him three oranges. It's the 
])est we can do. Hark! Someone is knocking at the door. 
Go and see, Tom." 



80 WHEN FIRST WE GO TO SCHOOL 

Tom went, and his excited cry of " Mother ! " brought 
Mrs. Blackey to his side in an instant. There, all twined 
with evergreen, stood such a pretty wheel-chair, with 
the reddest, softest cushions imaginable. In the seat was a 
bouncing turkey, Mr. Patty's contribution, and tied to the 
arms were bags full of all sorts of good things that the 
other teachers had sent. Tom was so bewildered he could 
hardly help his mother carry it into the kitchen. 

A card-was tied to the back Avhich read: 

" The boys and girls of Hooker School, 
Are trying to follow the Golden Rule, 
So they've bought this chair for little Tim, 
And send it by Santa Claus to him." 

" Well, I never! " said Tom, again and again. " Seems 
as if it must be a dream." 

It was put by Tim's bed, when Tom and Mrs. Blackey 
finally calmed down enough to bid each other good-night, 
and the next thing Tom heard was a little voice calling out 
in the early morning, " Oh my, oh my! Mother! Tommy! 
Come quick! It's come, it's come! only it's finer than the 
one in the window," and hiding his face in the pillow he 
sobbed as if his heart would break. 

"Come, my boy," said Mrs. Blackey, "aren't you glad?" 

" Glad," sobbed poor Tim. " I am so happy I think I 
shall die." 



WHEN FIRST WE GO TO SCHOOL 8l 

Tom was quickly dressed and before little Tim could 
wipe his eyes he was wdieeling him all through the 
house. 

" Oh, I am so glad I didn't cry yesterday, Tommy 
dear. Xow it seems as if I was almost a well boy with a 
straight back." 



JANUAKY. 

Subject: Divisions of Time. 
Story: Cornelia's Hiding Place. 

" The night is starry and cold, my friend, 
And the New Year blithe and bold, my friend, 
Comes up to take his own." 

How shall we welcome il ? Here is one way. After 
the songs and talk on the first school morning of the 
glad new year, place a crown of gold or silver paper on 
the head of some little girl, fasten a string of tiny bells 
around her wrist and let her trip up and down the aisles, 
scattering imaginary blessings on the little folks who join 
in singing this song: 

'^ Oh, I am the little New Year, oh, ho, 
Here I come tripping it over the snow. 
Shaking my bells with a merry din, 
So open your doors and let me in." 
(Jenks and Walker.) 

Let the children tell the name of the new year and its 
age. It can be used occasionally for a number of weeks, a 
different child to personate the character each time, boys as 
well as girls to be chosen. See how much older the little 
year grows each time it is played. 

82 



WHEN FIRST WE GO TO SCHOOL 83 

Have a procession of the months also. Some screen 
cloths, for veils, Avhite, brown, yellow, red, and green, or 
some tissue paper of these colors, for caps or crowns, will be 
needed. 

Now, we'll choose the children. 

" Who has a birthday in January? Willie? He shall 
be January, then, and wear the white dress" — which 
is a yard of white screen cloth thrown over his head, 
or a cap made of white paper, whichever you prefer 
to use. 

"Who has a birthday in February?" "What dress 
shall Nellie wear? " " Yes, a white one." 

March may wear brown; April and May, light green; 
June, July, and August, darker green; September, yellow; 
October, red ; November, brown ; and December, white. 

And what then? Nothing, onl}^ to march around the 
room to a lively tune, as the children tell the names of the 
months, but the dressing up is where the fun comes in, 
especially if the veils are worn. 

Try it sevei-al times during the month, so that all the 
children may have a part in the exercise. Let February 
lead next month, while January is last in line. 

Some day represent a whole month by choosing a child 
for each day, remember special days by letting some child 
carry a symbol of the day to be celebrated: a star for 
Christmas, a heart for Yalentine's Day, etc. 



84 WHEN FIRST WE GO TO SCHOOL 

Here is a little rhyme for the days of the week. 
Choose a child for Sunday, and as he stands in front say: 

" Said Sunday to the other days, 
^ Let's all stand in a row. 
So Sunday calls to Monday," 

(Sunday beclvons to some child who comes and stands 
beside him.) 

" Monday calls to Tuesday, 
Tuesday calls to Wednesday," etc. 

As the seven days stand in line, re])eat, 

" fVnd as they stood, just so. 
All seven in a row. 
The children cried, ^Oh, ho! 
Thafs just one week we know.' " 

Have the children name the days as they go back, one 
by one. 

Keep a weather report. On a sheet of water color paper 
sketch or paint at the top a little scene, descriptive of the 
month, with calendar figures below. Tie it to a piece of card- 
board arid hang it low down, where the little hands can reach 
it. In a convenient box, nearby, have some yellow, white, 
light and dark gray circles which the children have cut. 

It is a cold, snowy morning. 

During the opening exercises, which include a v/eather 
song, ask who can tell " the story of the day." 



WHEN FIRST WE GO TO SCHOOL 8b 

"To-day is Monday, January 8, 1903: snowy," says 
Annie. 

" Yes, let us all tell it, while Annie pastes it." 

Annie selects a white circle, puts a bit of paste on the 
back, and glues it oyer the figure 8 in the calendar. 

A yellow circle means sunshine* light gray, clouds; 
dark gray, rain; white, snoAv, A glance at the calendar at 
the end of the month tells what the Ayeathei- has been. 

An advertising calendar may be used, if you prefer, 
but the little people like the one the teacher makes better, 
and they are interested in seeing what the new picture will 
be for the month. It may be given to some child when it 
has fulfilled its usefulness. 

Day and night will prove interesting in this connection, 
as the stars are especially bright just now. 




The crescent moon, cut from gold or silver paper, 
oi- ])ricked and sewed with yellow worsted, and the Big 
Dipper made of gilt stars, are attractive occupations. 



86 



WHEN FIRST WE GO TO SCHOOL 



There are many pretty moon songs, such as: "The 
Moon Boat/' Jessie Gaynor; "Lady Moon," Eleanor 
Smith; "The New Moon," Jenks and Walker; and the 
myths of "Apollo" and "Diana" make excellent stories. 




The different kinds of lights nsed at night shonld not 
be forgotten, and the representation of these will strengthen 
the impressions. 



Telling time by the clock may be introdnced this month, 
and the valne of time impressed npon the little folks. It 



WHEN FIRST WE GO TO SCHOOL 87 

tells ITS when to get up, when to go to school, sends papa 
to work, brings him home for dinner, puts us to bed, and 
ticks on through the long dark hours. 

Call attention to the different ways of telling time now, 
and in "ye olden time": the hour glass, candle, sun dial, 
shadow stick, water clock, and clocks and watches. Teach 
the old rhyme: 

" See the neat little clock, 

On the high shelf it stands, 
And points to the time 

With its two little hands. 
May we, like the clock, 

Keep a face ever bright, 
And hands ever ready 

To do what is right." 

In the kindergarten song books will be found songs 
of the flock. Froebel's "Mother Play" (Blow transla- 
tion), has an unusually good one. The children will 
like the pictui'es in this book, and the teacher will find 
help and inspiration from the " Mottoes and Commen- 
tai-ies." 

Under the subject for this month we shall mention the 
seasons, and winter, with its sports, pastimes, and occupa- 
tions, is in order. 

AVith the falling of snow comes the cutting of snow 
crystals. Give each child a cardboard hexagon, three 



88 



WHEN FIRST WE GO TO SCHOOL 



inches in diameter to "trace around," and let the children 
cut their own ground forms from white paper. 






To fold: Have an edge of the hexagon looking at you; 
fold front edge to back edge; fold front I'ight corner to 



WHEN FIRST WE (JO TO SCHOOL 89 

back left coi'ikt; tiii-n over the paper; fold front right 
corner to back left corner. 




Draw aome simple pattern on the triangnlar face, 
having the folded point for the centre o£ the snowflake. In 
drawing the designs, i-eniember snowflakes have no cnrved 
lines or open centres. 

At rirst the patterns may be pnt npon the board, but 
very soon the children can do some designs of their own. 

Let them mount the snowHakes on tive inch squares of 
colored paper and tie them into a little book, with this 
copied on the fly leaf: 

'■ This is the way the snow comes down. 
Softly, softly falling.''' 

The makiuii' of clav ice houses and tillinii- them with 



90 WHEN FIRST WE GO TO SCHOOL 

cubes of " ice " is sure to result in one good form lesson, 
and sleds made from drawmg paper and the painting of 
winter scenes give much pleasure. 




In the song book of Eleanor Smith is a good snow 
ball song or game, and in Jessie Gaynor's a sleighing song. 

Visit the home of Agoonac in " Seven Little Sisters." 

Her home may be made of clay, the children making 
clay cubes, and then combining in one large house. If you 
wish to be more realistic, the house may be covered with 
sheet wadding. 

An Eskimo hut may be cut from paper by dividing a 



WHKN FIRST WE GO TO SCHOOli 



yi 



circle in halves. A few gray lines to outline an occasional 
block of snow makes it more artistic, and it may be nsed as 
a book cover foi* little stories copied from the board about 
Agoonac. 




ESKIMO HUT FOR BOOK COVER. 



Stories of the long cold nights in the Arctic regions, 
the animals found there, and the clothing, food, and utensils 
of the people will not fail to interest. 




fy/,f,0''////////////>^//>'M'/M 




ow/y^'//////////y////M<////A 



FOLD ON DOTTED LINES. 



This is the season of the busy lumbermen. Go in 
imagination into the woods with them. Sketch the camp 



92 WHEN FIRST WE GO T(^ SCHOOL 

and forest on the board and let, the tools be drawn and cut. 
The logs will fnrnish new cylinders for clay, and the ends 
of the logs, Avith the rings, give excellent free arm move- 
ment exercises for the blackboard. 

The inside of the camp will prove attractive. Tell 
them of the beds, or "" bunks " along the wall, filled with 
clean green boughs, the big stove, tlie long tables, rough 
benches, and the tin dishes. 

I^ead about the camps yourself until you have really 
been there (in imagination, at least), and then you can 
make the subject full of interest. 

Let them illustrate, and experiment, and 2:)la}i lumber- 
men in evei-y way their own originality will suggest, but if 
you think this a waste of time, and that a *"^nice little story" 
read from some book about lumbermen will be less trouble, 
don't, I beg of you, try to follow this outline, for nothing 
but f^iihu'e will be the result. 



when first we go to school 93 

Story. Cornelia's Hiding Place. 

Alice L. Beckwith. 

A train}) of feet upstairs and downstairs, and the 
whole troop of merry bo^s and girls rushed into the 
kitchen. 

^' I have found everybody but Truman and Cornelia," 
shouted Cory don. 

""Laura was in the clothes press, and Dan was in the 
baby's cradle. 

" Hurrah ! here is Truman now, in the old brick oven, 
eating pie." 

■'And he had two pieces at dinner," said Katy. 

"Now, wdiere is Cornelia? We'll all hunt for her." 

Up stairs they raced again. In barrels, boxes, and 
chests they looked; Katie looked under the eaves, and Dan 
was caught poking his head up the chimney flue, but no 
little girl was to be seen. 

" There's that funny old closet under the stairs," said 
Amos, and down they went, two steps at a time. 

'■ She must be there," cried Katy. " I heard a little 
noise"; but the two bright eyes she saw when the door 
was opened belonged to a little mouse, and not to Cornelia. 

Mother's room, grandma's room, the pantry, the wood- 
shed, the cellar, every conceivable place in the house had 
l)een inspected. Where was she? 



94 WHEN FIRST WE GO TO SCHOOL 

The children began to look sober. She could not be 
lost, could she, little Cornelia, who had come from the city 
with her papa the night before to spend New Year's Day 
at the old farm house? It was she who had begged for the 
game of hide-and-seek after dinner. 

"It's no use!" exclaimed Laura; "I know she is not 
in the house. Perhaps she has gone down to Mary True's." 

"No, she hasn't,"" said Truman, "that wouldn't be fair, 
and Cornelia always plays fair." 

"Clang! clang! clang! clang!" sang the old clock in 
the corner. 

"Four o'clock; we've been hunting for her a half hour 
already. The poor little thing may be lost. I am going 
to tell mothci- and ask — " 

Crash, crash, smash — a noise that could be heard to 
the most remote corner of the attic, and which frightened 
the children into perfect stillness. Oh, what was it? What 
had happened? 

One glance at a corner of the kitchen told the whole 
story. There, face downward on the tloor, lay the old 
clock, and j^eeping out from under it could be seen the 
golden curls and white, scared face of little Cornelia. 

Katy, who was the first to recover herself, cried, " Oh, 
Cornelia was hiding in the clock and she's tipped it over! 
Father's coming! Father's coming! What will he say?" 
and with one accord the children rushed for that haven 



WHEN ITIRST WE GO TO SCHOOL 9'> 

of refuge, grand ma's I'oom, leaving Cornelia to bear her fate 
alone. Poor little girl! She lay there, too frightened to 
cry, listening to the foot-steps coming nearei" and nearer. 

Perhaps it was Aunt Matilda. She wouldn't scold her; 
but if it wei-e Uncle John, what would he do? Would he 
say she must never, never come here again? 

" Oh, how I wish I had stayed at horns with mamma 
and baby! Oh, I Avish I'd never come, I do, I do! If I 
only " — the door opened. 

^' Seems to me I wouldn't play that game any more, if I 
were you, Cornelia," said the kind, grave voice of Uncle 
John, as he picked up the little girl, and stood the uninjured 
clock back in its place. 

Grandma's door was ajar, and she was just coming to the 
rescue, when Cornelia rushed in, to sob out the whole story. 

"What did father say?" asked Amos. 

"Um! I'm glad it wasn't I," said Corydon. "He 
never even lets Laura touch the clock." 

" Do you think yoiT were very brave to run away, all 
of you big boys, and leave a little girl all alone to bear her 
trouble? It seems to me that looks a good deal like 
cowards," said grandma. "Never mind, Cornelia, dear, 
dry your eyes and eat some of grandma's peppermints," 
going to the large, old-fashioned bureau and pulling out 
the top drawer. " Here are twelve pink ones, one for each 
of the new months." 



FEBRITARY. 

Subject: Trades. Story: The School Flag. 

"" Why will a child desei't his play 

The craftsman's work to see? 
Something within him, latent still, 
Stirs at each stroke of strength or skill, 

Whispering, ' AVork waits for me.'" 

Ask the children some moi-ning what they intend to do 
when they ai-e grown np, and see if the ci-aftsman's work 
does not predominate rather than any of the professions. 

If yon have taken home and family life for subjects, 
add trade life now. " j^o one liveth nnto himself," should 
be the thonght " that runs thi-ongh all, and doth all unite." 
The busy woi-kman labors for his family; the blacksmith 
is a father also, who '""goes on Sunday to the church and 
sits among his boys." 

Shall not the child learn that in the outside world it is 
in acting well his part that all honor lies? Lead him to 
discover and believe in the univei-sal brotherhood of man. 

We cannot represent all trades; which ones shall we 
select ? 

Kindergartners say, choose ty])ical ones, not trivial 
ones; choose those that show cause and effect, relation and 

96 



WHKM FlUsr \VK (iO To SCHOOL 



y? 



interdependence, eaiv being taken to select those best 
adapted to the needs of your own individual children, and 
those that can be best illustrated in youi* own room. 
A})ply this thought of Froel)ers. Every subject presented 
to the child sliould contain an element of the old in the new 
and yet hv complete in itself. 

Last month we went into the w(^ods with the luml)er- 
man; the carjjenter will naturall}' follow. Build houses, 
bi'idges, shops, and chui'ches with blocks that you have for 
drawing and number work. Phey will ])i-ove excellent 
models for drawing and clay. Some l)oy will have a toy 
tool chest he will gladly loan; or the carpenter's son may 
coax his fathei- to let him bi-ina' a trulv saAv and hammer. 




These are especially good for drawing, painting and cutting. 

The cabinet-maker is closely allied with the carpenter, 

and peas woi-k can be inti-oduced for furnitui'e and make a 



98 



WHEN FIRST WE OO TO SCHOOL 



delightful change for occupation. It is delicate and pretty 
when well done. 

When the l)uildings are finished coal is needed for 
heating. Let us go to the miner. Emphasize his home life, 
as well as liis work in the nnnes, and in this way old les- 
sons may be reviewed, improvements noticed, and interest 
deepened. His house might be made some day, each child 
contributing something, for by this time man}^ of the chil- 
dren are able to work independently. 

If yon have a saud box or a long tin tray filled with 
sand, it will be easy to make a mountain, dig the mine and 
build the shaft. If you have neither pictures mnst take 
the place. 



c 



The pick-axe, lamp and shovel will be the character- 
istic implements; though coal cars, mules, buckets and 
spades will be added by enthusiast'c children. 



WHEN FIRST WE GO TO SCHOOL 



99 



Mines of gold, silver, copper, tin, iron and salt must 
not be over-looked. 

Encourage the cliildren to mention arti- 
cles in daily use made from metals, and make 
charts with [)ictures of utensils cut out at 
home. A chart containing a list of trades 
that children know about is intei'esting. 

""King Midas and the Golden Touch" is 
one of the best of stories, and Miss Wiltse's " Mouse Who 
Lost His Tail,-' is often asked for in this connection. All 
children's song books contain songs and games of trade life. 




©= 




The blacksmith needs coal and iron also. 

If it is possible, take the children to visit a blacksmith 
shop. ]t is not very hai'd to accomplish if there is one 
within walking distance. If you ask permission of the 
blacksmith beforehand and set the time for the visit, he 
will be willing to show you everything of interest. 

Let the children illustrate upon their return what they 
saw and what they like best. You will find out what made 
the deepest impi-ession. i.orc. 



100 



WHEN FIRST WE GO TO SCHOOL 



For occupation, there will be horseshoes in clay and in 
paper, anvils, and nails, and the horse himself for the more 
ambitious children, with the shop and bellows folded and 
cut. 





" The Village Blacksmith '' will be enjoyed much more 
after this visit. "Yulcan, the Mighty Smith," and "Sieg- 




fried " are the myths worth telling, and the story of " The 
Wise Old Horse," in the " Child's World," is always a 
favorite as a story and foi- dramatization. 



\VIIF-^,N FIRST WK (iO TO SCHOOL lol 

JfV iired slioes as well as the horses, and the cobbler 
shall make or at least mend them for us. 

The farmer and miller will furnish us flour, and the 
baker shall make us sweet bread. 




Lastly we will array ourselves in new garments, for 

-'' Good tailors are we, and work every day, 
For the children they all need clothes." 

It is an excellent plan to have a blank book made for 
each child to paste his best work into. Seven inches by 
twelve is a good size, and they ai-e prettiest when the 
leaves are made of thick gray papei", but thick manila 
sheets are ver}^ good. Let something be mounted in these 
books once or twice a week, representing the subject -hat 
is being studied. 

A little winter scene, with eskimo hut, for Agoonac, 
saw and ax for the lumberman, mallet and hammer for the 
carpenter, are examples. 

As the children turn the leaves of the books the sub- 
jects discussed will be I'ecalled. These books are highly 



102 WIIKN FIHST WE CO TO SCHOOL 

pi'ized at home. A siiperinteiuU'iit once told me he made 
them for his kindei-g-artners and that the}^ cost less than 
three cents each. 

Some of the l)est illustrative work, mounted on oak-tag, 
cut in long strips six inches wide, makes a pretty border for 
a long blackboard. Only the best work should be used, and 
just the pieces the little ones donate for this purpose. 

One can, in this way, see at a glance what subjects 
have been taken up during the year. 

But Febrnaiy is our patriotic month, and though she 
is so short, she holds several special days that are easily 
observed in primaiy rooms. 

If these days seem to you as so inany interruptions in 
the '^ course of study,"" one special celebration will be suffi- 
cient. If, on the other hand, you regard them as golden 
days that relieve the monotony of school I'outine, you may 
like the whole list. 

February 12, Lincoln's Birthday, comes fii-st in order. 
It is not necessary to jirepai-e an elaborate exercise. The 
I'oom made bright with flags, the singing of the patriotic 
songs the childi-en already know, and a little marching, will 
go a long way towai'ds making a gala day. 

Make some soldier caps of red, white, and blue tissue 
paper, provide a small flag for each little soldier, and j^ou 
will be ready at any time for a patriotic celebration. 

To-day, Lincoln's portrait, wreathed in green, will 



WHEN FIRST WE GO TO SCHOOL 103 

have the place of honor. I^et the children tell you all they 
can about Abraham Lincoln. Rouse a little enthusiasm 
for him a couple of days before, and the incidents that they 
will bring from home will be many. 

One year I was much indebted to the magazines and 
daily papers for my " Lincoln Day,'' so many of these con- 
tained scenes and anecdotes connected with his life, and 
they found their way into every home. 

"Papa read me that,*' "Mamma told me this," and 
"Nellie cut out this picture foi- me'"; nearly every child 
contributed something'. You can gather all these items in 
the story yon tell — the story that shall make them feel his 
devotion to truth and justice. 

Tell, too, the story of " Bennie and Blossom, or Asleep, 
at His Post," if you can find it. It is an old story and 
used to be in reading books. 

Paper chains of red, white, and blue make pretty wall 
decorations, and don't forget some little souvenir to take 
home. A badge of red, white, and blue, a little picture of 
our hero pasted on a white card and outlined in red and 
blue W(u-sted, or his name and date sewed on a strip of white 
cardboard, are simple remembrances. Write "Lincoln's 
Birthday, February 12," somewhere on the souvenir. It 
will help to fix the dale in the child's memory every time he 
looks at it. When you go out calling you will find these sou- 
venirs pinned upon the wall or laid carefully away in a box. 



104 



WHEN FIRST WE GO TO SCHOOL 



February 14, Valentine's Day. 

Tell the children the old legend of St. Valentine, of his 
kind, loving heart, and of the love tokens that he sent to 
friends far and near. We will send some, too, but as no 
one wants to send his love with anything that is not pretty, 
comic ones are quite out of the question. 

Fasten a paper box to the inside school-room door, cut 
a slit in the top of the box, and let the little people have the 
fun of making valentines and dropping them into it. 




A variety of ''school valentines" are before me. Here 
is a square of Bristol board, folded through the centre. 
Outside is a heart sewed in red worsted. Another has a 
heart of i-ed paper pasted on the outside. This oblong card 
has '' With My Love," near the top, and underneath a bird 
"(m the wing," with a letter in its mouth. Both bird and 



WHEN FIRST WE GO TO SCHOOL IQf, 

letters are perforated. This dainty one is a pansy of 
natural size, cut from water color papei', painted a delicate 
violet and pasted in the centre of a six- pointed star. The 
star is about five inches in diameter, and has " My Love " 
on the points, one letter on each point. Here are some 
done in colored pencils, others in crayon, and still others 
cut from water coloi- paper and decorated with scrap book 
pictures. 

Let the children make envelopes to put them into, by 
folding the four corners of a square of paper to the centre, 
and sealing- it with a red heart cut from paper. 

They play this little game in kindergarten on this day: 

An envelope has a ribbon tied at the two upper corners. 

This is placed over the neck and under the arm of the little 

child who is chosen for a bii-d, and who goes flying around 

I lie room, while children sing: 

" A little bii'd comes flying 
A message to bring, 
'Twill be found in a letter 
Tied undei' its wing." 

As the bird flies down at some child's feet, they sing: 

" Little bird, you are welcome. 
Take a kind word and wish. 
Rest now from your labors, 
And another sliall take this." 



1U6 



WHEN FIRST WE GO TO SCHOOL 



The bird takes her seat and the one .she chose " goes 
flying." 

If the teacher likes to give the children some little 
valentines in addition to those they have made, this is a 
pretty way to distribute them. The envelope with the rib- 
bon should be large enough to hold the valentine that the 




teacher will slip in as the different "birds" come to her to 
receive the message befoi-e flying. If there are niany chil- 
dren several birds can fly at the same time. Sing this, 
instead of the second stanza : 

" Little birdie, we thank yon 
For the token so dear. 
Another shall go flying. 

And you i-est with us here." 

February 22. Of course, Washington's Birthday will 



WHKN FIRST WE GO TO SCHOOL 107 

be The Day this month. Tell all of the stories of Wash- 
ington as a hoij that you can find. Yes, "the hatchet 
stoiy '' — even if the Avise men deride it and say it isn't true 
— and the story of his mother's colt. Tell them how much 
he loved his mother and that he proved this by giving up 
his desire to go to sea because it caused her a heartache. 

They will like to think of him as a soldier, too. 

For a celebration just march with the flags, wear the 
caps, and sing '^ Our Fair Land Forever," " Star Spangled 
Banner,'' " America," and as many more as you have time 
to teach. 

I like this, sung to the tune of "" America " — written 
by some kindergai-tnei-: 

■^ My country, I- love thee, 
Though but a child I be. 

Of thee I sing. 
I love the stories told 
Of all the heroes bold. 
With each bright starry fold, 

Thy flag I bring. 

" My Country, I would pray 
To serve thee every day, 

Like those before. 
I would a hero be, 
And love and work for thee, 
To keep thee fair and free 

For evermore." 



iU8 WHEN FIRST WE <4() TO SCHOOL 

The little folks like the game of " Soldier Boy." 
A leader is chosen and given six flags. As he marches 
up the aisles, holding a flag proudly aloft, all sing: 

"' Soldier boy, soldier boy, where arc you going, 
Bearing so proudly the I'ed, white, and blue? " 

The Soldier Boy sings in reply: 

" I go where my country, my duty is calling, 
If you'd be a soldier, you may come, too." 

He then presents a flag to some comrade, who follows 
behind, and the song is repeated. 

When five soldiers have been chosen the six stand in 
line and recite: 

" Our country, 'tis America, 

Our flag red, white, and blue, 
And to the land of AVashington 

We ever will be ti-ue. 
Wave the flag, and wave again. 

And give three loud hurrahs. 
For our beloved America, 

And for the stripes and stars." 

All join in three rousing cheers. Put Washington's 
birthplace on the board, and on cards for the children to 
sew. When they ai-e sewed in pale gray, with the outside 
chimneys in red, it makes one of the prettiest of souvenirs. 

Other souvenirs are a cocked hat, sewed oi- folded, a 



WHEN FIRST WE GO TO SCHOOL 101« 

shield in red, white, and blue, a ilag, a hatchet, and 
cherrie.s, cut and pasted, or painted. 




February 27 brings Longfellow's Birthday. 

There are many interesting things to tell the children 
in connection with this poet. If they ai-e familiar with a 
few of his poems they will like to know something about 
the man who wrote them. His life, written by his brother 
Samuel, will prove helpful, and the " Cyr Second Reader," 
Ginn. & Co., has charming pictures. 



110 WHEN FIRST WE GO TO SCHOOL 

Tell of his children and the " Children's Hour," and 
remind them that Washington lived in the Cambridge 
house once upon a time. 

There are "Hiawatha," '-Paul Revere," and "The 
Windmill " for poems, " The Bell of Atri," for a story, and 
as a finale, the account of the chair given him by the school 
children, on his seventy-second bii-thday. The}^ always 
like this so much, especially if they have learned the 
"Village Blacksmith," and know that the chair was made 
from the "spreading chestnut tree," 

If four gala days in one month are too many, then take 
three, or two, or one, and remember that it is the "occasion" 
rather than an elaborate exercise that pleases the little 
people. 



WHEN flRST WE GO TO SCHOOL HI 

The School Flag. 

Alick L. Beckwith. 

"Fire! Fire! The wehool-house! The school-house 
is on fire! AVater, ^yate^! '' 

Yes, JS^umber 9 was siii-ely on fire. It was a little 
southern school-house newly built, and the pride of all the 
negroes. 

How it got on fire no one could say, but there it was, 
at six o'clock, with the flames coming out of the windows, 
and the smoke pouring forth in all directions. 

The poor little colored children ran about carrying 
water and imploring the men to save the building. 

" Oh, sah ! " sobbed Dinah Jackson to Mr. Simpson, the 
lumber dealer, " can't somefing be done, sah? To-morrow 
am Washington's Birthda}^, and we chillun has saved all our 
cents and done gone and bought a big flag. Sam, he give 
all de cents he got hoeing 'taters, and de new flag am in a 
paper in de cupboard. To-morrow we's going to undo it, 
and now ebery thing goin' be burned up. Oh, sah, can't 
somebody save de flag? " 

Miss A\^oodside, the golden-haired teachei- from the 
north, was doing her utmost to comfort her little flock, to 
whom the loss of the school-house was almost lost sight of 
in grief for the flag — the Jlag that cost so much self- 
denial, and was now "done goin' to be all burned up." 



112 WHEN FIRST WE GO TO SCIlOOl. 

'* Oh, teacher," wailed Dinah, "1 save all jiiy cents 
IVoiii ironing Miss Fannie's aprons, and now the flag be 
all gone, and George Washington's Birthday can't be 
celebrated." 

^' Hei'e you, George Washington Hayes, keep out o' 
thei'e!" shouted a hoai'se voice that sti-uck terror to Miss 
Woodside's s<^ul. 

But the warning came too late; before any one could 
stop him a little boy was inside that burning building. 

Let that ])recions flag be burned! Xot he, without an 
eflbi't to save it. Save it he would, or perish in the attempt. 

Blinded and choking with smoke, he crept over the 

little distance required to reach the cuj^board from the door. 

Was if lod'edf After all his effort, would he have to 

give it up? No, the knob yielded to his touch. There lay 

the precious bundle. He grasped it and started for the door. 

How he got out, he never knew, but get out he did, 
and a moment later a little l)lack form fell fainting at Miss 
Woodside's feet. 

But soon the black eyes opened, and a little voice said, 
"I done got it, teacher, I done got it. Sam Jones call me 
Benedict Arnold, and say me traitor, 'cause I telled on 
flim, but Benedict Arnold done got 'Merica's flag." 

" Benedict Arnold ! " said the little teacher, who was 
down on the ground beside him, smoothing the singed hair 
and holding the burned fingers. " No name but George 



WHEN FIRST WE fiO TO SCHOOL 11.1 

Washington, the one yonr morher gave you, belongs to 
such a brave boy. Well might the *■ Father of his Country ' 
be proud of such a namesake." 

"Hip, liij), Imarnli! " shouted Sam. " l)e school-house 
be all gone, but thi*ee cheers for (leoi-ge Washington 
Hayes, who done saved de Mag! " 



MARCH. 

Subject : Tkanspoktatiox. 

Story: Sonu of the Wind. 

One may follow trade life with transportation, the 
many people needed to provide us with the necessaries of 
life, and the value of the wheel. 

Begin by letting the children tell of the different 
methods of reaching some town near by that all are familiar 
with : on foot, by bicycle, with steam, electricity, horse power, 
etc.; the hardest method, the quickest, the most desirable. 



Let these be illustrated in different ways for occupa- 
tion work. Merchandise must be carried as well as people, 
and all kinds of conveyances are used. Ask the children 
to draw those with two wheels, three, four, etc. A favorite 
kind of seat work consists in drawing some vehicle to see 

114 



WHEN FIRST WE GO TO SCHOOL 



11.5 



if the teacher can guess what it is. One gets all kinds, 
from a wheelbarrow to a heai'se with its funereal plumes. 

Now choose a city a hundred miles away and concen- 
trate attention upon the steam engine. Some boy may have 
a toy train that he will lend if you wish to be (piite realistic. 

A little stationary engine is very good to illustrate the 
"giant, steam.*' One that Inu'us wood alcohol is very easy 
to manage. 




In the Gaynor song book will be found the " Teakettle 
Song," which introduces steam in a pleasing way; and a 
train of cars made of the childi'en themselves is great fun if 
one does not mind a little noise. It cannot be called a quiet 
game. 

Let the children tell you of any journeys that they 
have taken. Distance in miles means very little to children. 

" My grandmother has l)een all round the Avorld," said 
Johnny. "She has been to Ireland and Boston and South 
Hadlev Falls." 



116 WHEN FIRST WE GO TO SCHOOL 

For this reason ask, '^ How long did it take you to 
go?'' "'What time did you start?" "" Did you travel by 
night or day?'" Get descriptions of the diftei'ent cars. 

Let them tell you of any places they would like to 
visit, and why. Paper trains may 1)e the means of convey- 
ing them tlu'j'e. Street cars, cable and electric, coal, cattle, 
and freight ti-ains will come in for a full share of attention, 
and they will be only too eager to make drawings for you. 

Ask them to cut out at home, from advertisements and 
catalogues, all the different vehicles that they can find, and 
as they bring them, mount them neatly on a large sheet of 
bristol board. You will get a very interesting collection in 
this way. 

Pictures of the wonders in the Transportation Building 
at the Columbia Exhibition, the old engines, and cumber- 
some carts will prove interesting. 

But in ti'ansportation, what is it that forms the impor- 
tant thing? The wheel. If you have Froebel's " Mother 
Play ^ show the childi'en the picture of the wheelwright, 
where from " the child's bai'row we rise to the wheel of the 
chariot of the gods.'' 

Ask the children to think of things with one wheel, 
two, three, four. Go back in imagination to the days when 
the world was new, and get the children's ideas of the first 
wheels. Lead them to see what a power it is in mechanics, 
as you ask for things beside vehicles that move with wheels. 



WIIKX VWlf^T WE (U) TO SriloOL 



117 



The busy lirniiis will think of so mam- thing's that the li.st 



will be a long one. 




In the song books will be found songs, and in "Merry 
Songs and Games," by Mrs. Hnbbard, is a game that may 
be played in this way: 

Prociu'e a small wooden hoop and two yards of *"' tui'key 
red'' print. Wind the hoop with strips of the print about 
two inches wide, which you can tear from the end. Then 
divide the remaining cloth into strips two inches wide, 
tearing it lengthwise, so that each strip will be the full 
length of the cloth — nearly two yards long. Sew these to 



118 WHEN FIRST WE GO TO SCHOOL 

the cloth that is around the hoop, being sure to use very 
stout thread. Leave an equal distance between each strip, 
as these are for the spokes of the wheel. Fold over the 
other ends of strips into loops large enough to slip your 
hand through. Put the hoop on the floor and choose as 
many children for the rim of the wheel as there are spokes. 
These pick up spokes with right hand, slip loop over wrist, 
and join hands for the •'^rim," AVhile this is being done 
other children at seats sing: 

" Let us to the wheelwright go, 
Watch to see what he Avill do." 

The wheelwright sees that the " i-im " is even, pounds 
in some imaginary nails, goes inside and, with an imaginary 
auger, bores a hole for the axle. 

Children sing: 

" See now, see now, see what pains takes he, 
Let the auger go straigl.t through. 
Let the hole be smooth and true." 

He now selects some child for axle and puts him in the 
middle of the hoop. He must stand \evy still with hands 
at his sides. 

Children sing: 

" Now 'tis ready to his mind, 
To the axle may be joined. 
Kound now, round now, ever round it goes, 
Kound now, round now, ever round it goes." 



WHEN FIRST WE GO TO SCHOOL 11'.) 

During the last two lines, the wheelwright stands out- 
side and sets the wheel to turning on its axle. The "axle" 
must stand perfectly still, and the '' rim " must keep the 
spokes out straight as tht^y march around in a circle. 
Reverse the tui'iiing after a minute, that the children may 
not grow dizzy. Let the little folks choose what the wheel 
shall be used for l)efore breaking it up. 

This is a very good as well as pretty game. The 
determining of the right and left hands, the co-operation in 
"rim," where each does his part, and the concentration 
required to keep the spokes straight^ are some of the 
beneficial results derived from it. 

Call for things that move lolthout wheels. Once I 
heard the answers come thick and ftist: " Boys, girls, dogs, 
bees, birds," etc., until some one said, " We must leave out 
live things"; and a little boy who had seemed lost in 
thought said, very slowly: "But I know something that 
goes all the time, 'thout any wheels, and 'tisn't alive — it's 
the world! " 

This list will not be a very long one: sleds, sleighs, 
rowboats, and a few other things, perhaps, are mentioned, 
and then flie wind is spoken of, just as you felt sure it 
would be. This comes to them as a new force, if you've 
had no previous talk al)out it, and as an old friend, if you 
have. Confine its work to things on land at first, and 
begin with simple things. The drying of jnamma's clothes 



120 WHEN FIRST WE GO TO SCHOOL 

on the line, the waving of flags, the flying of kites, the 
weather vanes on the barns and church spires; then the 
pumping of water and the gi'inding of corn. Ask the 
children what the wind is; if they can see it, feel it, 
hear it, etc. The iinseen force appeals to them, and their 
answers are interesting. 
Tea; h this verse: 

" Whichever way the wind doth blow. 
Some heart is glad to have it so. 
So blow it east, or blow it west, 
The wind that blows, that wind is best.'' 

They will like to sing or recite the little wind poem by 
R. L. Stevenson: 

"Oh, wind, a-blovving all day long, 
Oh, wind, that sings so loud a song,'' 

and this will be a good time to learn oi- review Long- 
fellow's ^' Windmill.'*' 

With early modes of transportation, for stories there 
are tales of chivahy, stories of the knights, that are so 
fascinating, Greek myths of Phaeton and the Sun Chariot, 
Diana, and Apollo; and "In Storyland," by Elizabeth 
Harrison, contains "Hans and the Four Giants," which is 
good in this connectioii. 

Transportation by water may follow, with sailing vessels 
and steamers, i-ow boats, canoes, canal boats, and the like. 



WHEN FIRST WE GO TO SCHOOL 121 

Here we shall have wind and wheels, singly and in 
combination. Lighthonses come nnder this head, to be 
made of paper oi- clay. The children may di-aw and sew 
them, " with a story for every one." 




Some day let the children fold ships and send them to 
any countries they may choose. Don't "help" any; just 
let it be a play, and you will get some idea of their 
knowledge of geogi-aphy. 

The building of boats, launching them in miniature 
streams at the sand table, or in ditches dug at recess, will 
prove entertaining, and let them have the stoi-y of 
Hiawatha's sailing. '"^Ulysses and the Bag of Winds" is 
one of the best of stories for this subject. 



122 WHEN FIRST WE GO TO SCHOOL 

Give the children some little story or simple rhyme to 
illustrate with drawings or paper cuttings. See that the 
scenes presented to '' the mind's eye " aie objects familiar 
to the little people, and you will get satisfactory results. 

" The Song of the Wind," Avhich closes this chapter, 
was wi'itten for this purpose. 



WHEN FIRST WE GO TO SCHOOL 



123 



The Soxa of the Wind. 

(To be illustrated with paper cutting by the children.) 

I ain a giant, strong and bold, 
Snch jokes I play on young and old! 
But T work hard fi-om snn to snn 
And one mnst have a little fun. 

Sometimes a l)oy I c-hanee to meet, 
I l)low his hat across the street, 




Then toss his kite \\\) in the sky, 




1-24 WHEN FIRST WE GO TO SCHOOL 

And help his mamma's clothes to dry. 




The flags I wave, the pin-wheels turn, 





WHEN FIRST WE GO TO SCHOOL 



125 



The blacksmith's fire 1 help to burn, 
Then when it rains, I frisk about, 
And turn umbrellas inside out. 




I send down leaves in golden showers, 




126 



WHEN FIRST WE GO TO SCHOOL 

To make warm blankets for the flowers. 




And then again the seeds I sow, 




Change little raindrops into snow. 




WriEN FIRST WE GO TO SCHOOL 



127 



And pile the .snow in di-ifts at night, 
Till all the world looks cold and white; 




I make the miller's a\ heels go round 




128 



WIIKN FIUST WK GO TO SCTTOOL 



By which the corn and oats arc gi'ound. 

And then I go far out at sea 
Where many boats still wait for me. 




And when the evening sky is red 
I take the fishermen home to bed. 




APRIL. 

Subject : Suc^ak Making — Trees. 

Story: A Boy AVho Hated Trees. 

" The woods are still sleeping, 
But grass is a-peeping 
From under the snow. 
The swallows are coming, 
The bees are a-humming. 
The sap has begun to flow ! " 

]^ow is the time for sugar making in the northern 
woods, where the maple trees stand ready to give of their 
sweetness. 

If you have ever had the pleasure of a day in camp at 
this season, you will wish that the children could have that 
experience, also, and when reality is impossible, make 
believe is next best. 

The following story is designed for this purpose, and 
should be told a little at a time to the children, oiviu"- them 
ample opportunity for illustration work. ''The Ride" will 
furnish work for one morning, ■'' The Camp," both inside 
and out, another lesson, while the sleds, tubs, barrels, 
buckets, and cooking utensils used in '' Sugaring Off" and 
"The Luncheon" will furnish seat work periods full of 
interest for several moi'e days. 

129 



130 when first we oo to scitool 

Making Maple Sugar. 

The Ridk. 

It was just half past nine when Mr. Heed drove up to 
the door with a big sled covered with straw, and his span 
of black horses. 

Opening the school-room door, he said, " Good morn- 
ing, Miss Leslie. If you aud these little folks would like 
to take a ride with me, put on 3^our coats and bonnets and 
be on the steps in just three minutes." 

That was just like Mr. Reed. He was always planning 
some fun foi- the children. 

"Where are we going, Mr. Reed?" asked Fred, as the 
laughing boys and girls were stowed away on the sled. 

" I have come to take you to my palace in Sugar Land, 
two miles away." 

It w^as a bright April morning, and Jack Frost had 
covered the soft snow with a thick, icy crust. 

How it glistened in the sunshine! 

"Do you know whei-e we are going, Miss Leshe?" 

" JS'o, indeed," said Miss Leslie. 

"Well, the way lies through fairyland, anyway," 
exclaimed Susie. "See how thick the diamonds are in the 
fields, and the trees are all covered with rock candy." 

They stopped before a queer little house right among 
the trees. 

" Welcome to Sugar Land ! " cried Mr. Reed. " My 



WHEN FIRST WE GO TO SCHOOL 



131 



palace stands before you! With one touch of my magic 
wand (waving his whip) I turn you into fairies. Miss 
LesUe is to be queen, whose slightest wish you must obey." 
The children just shouted with glee, and then I^ellie 
clapped her hands, and cried: "Oh, oh, it isn't a make- 
believe, at all! It is true! It is true! ^ Sugar Land' is 
Mr. Reed's grove of maple trees, and his palace is the little 
house where he makes the susfar." 




7 



V- 



The Camp. 

The house was made of rough boards, but it was warm 
and cozy inside. There was a large stove, made of brick, 
at one end of the room, and there were long shelves filled 
with buckets and pans of difterent sizes. 



132 



WHEN FIRST WE GO TO SCHOOL 



"What a queer stove!" said Edna. "It looks like a 
box made of bricks." 

" See the big pans on top! " said Annie. "" Something 
is boiling inside of them. Doesn't it smell good?" 




"Are you warm?*' inquired Mr. Reed, appearing at 
the door. "You do look just like fairies, I verily believe." 

" But we have no wings," said Susie. 

Mr. Reed laughed, and in a minute came back with 
the (jueerest looking things! They were shaped something 
like wings, with a frame of wood that was filled in with a 
net-work of fine leather stri[)s. 

" What in the woi'id are those?" asked Bob. 

" AVings. Of coui'sc the queen nuist have wings, but 
these ai'e the kind Mercui-y wore. They go on your feet." 

"Oh! oh! they're snow shoes," shouted Bob. 

" Sit down. Miss Leslie," said Mr. Reed, and he strapped 
them to her feet. Calling to the boys to bring along six 
clean buckets that stood by the stove, he opened the door. 



WttEN FIHST WK GO TO SCHOOL 



133 



^' Two loyal knights must guard you, one on each side. 
Ready, now. Fly ! " 

Such flying as that was! She gave one foot a push, 
and then — there she sat, i-ight in the snow, and the two 
knights with her. 

" Someone stepped on youi" wings," laughed Mr. Reed. 
"Let me give you a lesson; " and putting the shoes on his 
own feet, he fairly danced over the snow, while the rest ran 
on the hard crust as fast as they could to keep up with him. 




He stopped before six tall maple trees, and cried, " Ho, 
fairies all, put down your buckets." Then turning to the 
trees, he took off his hat, made a low bow, and said: 

'^ Oh, trees so tall, so kind, so true, 
A band of fairies I've brought to you. 
Your trunks so brown we'd like to tap 
In order to get a little sap. 
We won't take much ; your buds are small, 
They sui-ely do not need it all." 



iU 



WHEN FIRST WE GO TO SCHOOL 



Then he took tiny Belle for a measure and stood her 
up against a tree. With his knife he made a little cut in 
the trunk just over her head. He gave an auger to Tom 
and told him to bore a hole in this j^lace two inches deep; 
and Fred drove a small tin tube into the hole. 




Underneath the tube a large flat-headed nail was 
driven and a bucket Avas hung on it by its hoop. 

^ow the sap began to I'un out through the tube and to 
drop into the bucket. Drop! drop! drop! it always goes 



WHEN FIRST WE GO TO SCHOOL i;3o 

— never in a stream — and it takes all day to get a bucket 
full. 

" All of my trees except these six were tapped several 
days ago," said Mr. Reed, " and the men are out gathering 
the sap. There they come now! They have emptied the 
buckets into that big tub that is on the sled they are 
drawing. See, they have on snow shoes, and the sled has 
broad i-unners to keep it from sinking into the snow. Let 
us go down and get some of the sap to drink.'' 

" Who do you suppose is here?" he called from inside 
the camp. " Mr. Hobgoblin himself, sent to look after the 
fairies, most likely. Step in and see for yourselves." 

They came in rather shyly, and there found the dearest 
little fellow, in a reddish brown coat, seated on the edge of 
a barrel, out of which he was drinking sap, and acting as if 
he had never tasted anything so good in all his life. His 
back was toward the children, ])ut their merry laughter sent 
him scampering away, with his bushy tail curled up over 
his shoulder. 

" Ha, ha. Master Squirrel," laughed Mr. Reed, " you 
better be leaving. It was only yesterday I caught you 
eating out of my dinner j^ail." 

'' Sugaring Off." 
But now the fire claimed his attention, and he filled 
the brick stove, or '^ arch," as he called it, with long sticks 
of wood, and dipped a big spoon into the pans on top. 



136 WHEN FIRST WE GO TO SCHOOL 

"Is it sap that is boiling, Mr. Reed?" asked Tom. 

" It was once; bat yesterday I boiled it until it was as 
thick as molasses, and filled some of those tin cans with it, 
to sell at the store. I am going to make this into dry 
sugar, and I think it is neai'ly done." 

He went out and brought in a snow ball, which he 
dipped into the boiling sugar. When he held it up it had 
a little cap of waxy yellow sugar on it. 

"All right; now for some buckets of snow." 

" Why couldn't we take the pan out of doors and 
cool the sugar on that big snow bank?" asked Miss 
Leslie. 

" So we can — plenty of room there ; " and out they 
went, with cups, spoons, and paddles. 

The sugar hardened cpiickly on the cool snow, and 
Miss Leshe said, " Children, if you dip out the sugar care- 
fully, I think you can make pictures with it on the snow. 
See, I've made a bird." 

"Oh, oh! did we ever have such fun?" cried Nellie. 
" See my spider's web, and Dick's tree, just like the one the 
sap came from; and Belle has made a man."' 

There were fish, flowers, horses, dogs, mules, elephants, 
camels — until Mr. Reed said, ""Why, a menagerie is nothing 
beside this. You better eat them now, though, so you can 
make sugar cakes while I stir the rest of the syrup into 
susrar." 



WHEN FIRST WE GO TO SCHOOL 137 

He gave them tins for the. sugar cakes — and such tins! 
Big tins, little tins, middle sized tins! Kound ones, square 
ones, tins with plain edges, scalloped edges, hearts, little 
baskets, and pretty jelly moulds with grapes, apples, and 
ears of coi*n in the bottom of them. 

The children spread them out on a long bench, after 
filling them with hot sugar, and left them to cool. There 
was a box of e^^ shells, too, with the inside blown out, and 
they tilled these, also, with sugar. 

Mr. Keed and the men stiri'ed the rest of the sugar 
with big paddles till it was quite dry; then they put it in a 
tub, and filled the pans once more with sap. 

The Luncheon. 

Mr. Keed pulled out his watch. " One o'clock, oh, 
queen, and dinner time," he said to Miss Leslie. 

" In Sugar Land at our command. 
The trees give sap so sweet, 
But for twenty hungiy boys and girls. 
What can we find to eat?" 

replied Miss Leslie. 

"What!"" said Mr. Keed, "do fairies get hungry? 
Then had we better g-o home?" with a little twinkle in 
his eye. 

" Oh, no, Mr. Keed, we don't want to go home," said 
Annie. " We aren't very hungry." 



138 WHEN FIRST WE GO TO SCHOOL 

"Well, we must see what can be done. Where is my 
wand? " and waving his whip three times, he called: 

" Buckets, buckets, if you're able, 
Helj) us make a dinner table." 

" Here, boys, put six at that end of the room and six at 
this end, and help me lay these boards across." 

Miss Leslie and the girls covered these with some 
large sheets of white paper Mr. Keed had ready, and there 
was a large table and table cloth all complete. 

" But we haven't any dishes," said Edna. " We could 
use our little sugar paddles for forks if we only had some 
plates.'" 

" That's so; where's my wand? 

" One, two, three, 
Here they be," 

and he pulled some paper butter trays out of a basket in 
the corner. 

" Our table is waiting. 
Our dishes, too. 
But for something to eat. 
What shall we do?" 

drawing down his face and looking very anxious. 

" Fairy queen, you say some magic rhyme and see if it 
will help us." 



WHKN FIRST WE GO TO SCHOOL 1;',9 

Going np to the big pans of boiling sap, Miss Leslie 
said : 

"Pans, pans, have you anything to eat?" 

"Yes, my lady, in my sap so sweet, 
Some eggs you'll find, all nicely boiled. 
Take them out before they're spoiled." 

She had seen Mr. Reed put these into the boiling sap a 
few minutes before, and as she put them on the table he 
called out: 

" Hallo ! Hallo ! What have I found ? 
Some fish and potatoes all nicely browned, 
Tom, go to the basket beside the door. 
And see if it holds anything more." 

" Hooray, hooray ! a lot of ham sandwiches, some 
doughnuts, and pickles," called Tom. 

Some butter and salt were found, and then the luncheon 
was ready. Buckets were placed at the ends of the table 
and at the sides, for chairs, and there was room for every- 
body. 

The children declared they had never eaten so good a 
dinner in all their lives, and they were all glad there was 
nothing sweet in the bill of fare after so much sugar eating. 

After a few mei'ry games they packed np their sugar 
cakes and got ready to go home. 

AVhen they were all stowed snugly away on the big 



140 _ WHEN FIRST WE GO TO SCHOOL 

sled, Mr. Keed said: "" One of my men will di-ive you home. 
I have to stay in camp to-night and ])oil sap. 

" Here are willow whistles, one for eacli of you. As 
you reach Sugar Land Gate, blow three loud blasts without 
looking behind you, and wish, and your wishes may come 
true." 

Three loud cheers were given for Mr. Reed, and as 
they drove away he heard them singing: 

"Merry, merry elves are we. 
As o'er the snow we glide. 

Merry, merry elves are we. 
Upon our homeward ride. 

Tra la la la, tra la la la, 

Tra la la, la, la, la, la." 

With the awakening of life comes the first spring 
flowers. Let the children learn the common names of 
many of them, and see that they recognize them. Keep a 
record of all that are brought to the school-room, and let 
the children paint all of the simpler ones for occupation 
woi'k. 

If Easter comes this month, don't forget to make some 
pretty souvenir to take home. The coloring of Easter 
eggs gives much pleasure. 

Where patriotism runs high, and includes a holiday, 
the 19th of April will not be forgotten, nor the story of 
Paul Revere. 



WHEN FIRST WE GO TO SCHOOL 141 

Arbor Day is the " special day " to be added to the 
long list. 

Fortunate are they who can make the room bright 
with green and growing things, and can plant a tree in the 
school-yard. If this cannot be done plant willow twigs in 
the house in boxes, and acorn and maple seeds in flower 
pots, to be watched during the rest of the year. 

The story of a tree's life can be told in song, using 
^' The saj) has begun to flow^ " (spring), ^'See the trees 
all in a low " (summer), " Come, little leaves" (autumn), 
"The tree in winter'' (winter). 

"Apple-Seed John," Lydia Maria Child, "The Fir 
Tree," Andersen, and the myths of Daphne, Baucis and 
Philemon, and Khoicus are good stories. 

Tell anecdotes of some of the world's famous trees, 
and show pictures of them; cull quotations from the poets, 
and And little rhymes that tell of the use and beauty of 
trees. 

Trees done in charcoal or colored era} on make attrac- 
tive drawing lessons, and the ])ainting of twigs delightful 
seat work. 



142 WHEN FIRST WE GO TO SCHOOL 

A Boy Who Hated Trees. 

Alice L. Beckwith. 

" Grood night, Dick. Remdiiber to wake up with the 
robins, so as to ])e ready to help me set out our new 
trees." 

" Good night," answered Dick, in a sulky tone, for 
Dick was decidedly ci-oss. "Trees, trees, trees I" he 
mumbled to himself, as he began to undress. "I'm so 
sick of hearing about trees. Miss Morrell has talked 
"^ trees ' for a week at school, and now father has bought 
some old twigs to set out to-morrow, and I wanted to go 
fishing. I just wish I lived in a land where there were no 
trees. We could get along well enough without them," 
and with this thought he jumped into bed. 

Perhaps Dick had been asleep an hour or more when 
he heard the cpieerest rustling noise, and then a voice 
called out, '' Here he is — the boy who hates trees! " 

He sat bolt upright in bed, and there was the strangest 
l)rocession coming towards him. 

It was made up of trees. The Pine and the Elm came 
first, looking statelier than ever. The Maple and Oak fol- 
lowed, and the Maple's leaves were flushed scarlet^ she 
was so excited. Willow was weeping, and the Poplar 
trembled all ovei", she was so nervous. 

Xext cauie all the fruit trees, led by Cherry, while 



WHEN FIRST WE GO TO SCHOOL 143 

Walnut, AVhite Birch, and the Palm were behind. What 
did it all mean? Dick was very much frightened for a 
minute. 

It seemed as if every tree he had ever heard of 
was there, and he wondered how the room could hold 
them all. 

When they had grown quiet the Pine said, " My dear 
brothers and sisters, here is a boy who hates trees; he 
cannot see that we are of any use. It is more than I can 
stand, and I called this meeting to see what can be done 
about it. Has anyone anything to say?" 

The Cherry looked very sour. '' I cannot see that 
hoys are of any use. Many years ago, when cherry trees 
were scarce in this country, a boy named George cut down 
my great grandfather, just to try his new hatchet. It 
would be better if there were no boys.'' 

"Yes," answered the White Birch, ^'boys know so 
little — always hacking me with knives, and taking off my 
coat, no matter how cold the weather is! I loved one boy 
once, but it was many years ago. He was an Indian boy. 
He loved trees. I remember how he stood beside me one 
warm day, and said: 

" ■ Give me of your bark, O Birch Tree ! 
For the summer-time is coming, 
And the sun is warm in Heaven, 
And you need no white skin wrapper.' 



144 WHEN FIRST WE GO TO SCHOOL 

" Then he took off my bark so carefully that he did 
not hurt me a bit. But he is not living now. This boy is 
not like him! " 

" If it had not been for l)oys, I should not be so 
crooked,'" spoke up the Apple. "When I was small, boys 
used to lean on me and bend me t(^ the ground. My back 
was weak and it hurt me. 

*" One day a boy climbed up into my bi'anches and 
broke off one of my limbs. He was a very silly boy, for he 
wanted green apples. Had my fruit been ripe I would 
have tossed him down one. How happy we should be if it 
were not for boys." 

The Maple was very indignant. '^ This l)oy here said 
we were of no use, but it was only this morning that I 
heard him teasing his grandma for a cake of maple sugar." 

" He ate it as though he liked it, too," answered the 
Palm. ""^ I saw him; he was fanning himself with one of 
my leaves." 

The Willow shook her branches. '^ Boys, boys, 
boys!" she said. "I'm so sick of boys. This same bo}^ 
made a whistle out of one of my children this very night 
when he went down to the pasture." 

A queer tree in the corner spoke in a thick voice. 
"Ah, we are of no use, are we? If it Avere not for me, 
where would he get the tires for his bicycle V There are 
his rubber boots, too! Why, he uses me every day about 



WHEN FII{ST WE GO TO SCHOOL 145 

something; even on his fishing tackle yon will find ine. 
But I've thought of a plan.'" 

The trees all crowded around him, talking very 
excitedly. '^ But how shall we do it? " he heard them say. 

''Oh,'" said the Elm, ''the wind will help us; he is 
always our friend.'' Before Dick could cry out he was 
being wafted away by the wind. 

''Where am I going?" he called, 

" To the land of no ti'ees,"' they answered, and they 
bowed and rustled their leaves. Even the Willow held u)) 
her head long enough to call, " Good-by, good-by,'' and 
then home and trees were left far behind. 

How fast the wind traveled! On and on they went, 
until suddenly the wind dropped him and went whistling 
away. 

Dick felt really scared now, for he found inmself all 
alone. 

"Oh, I'm so hot!'" he exclaimed. "T Avonder where I 
am.'" Certainly he had never been in sncli a ])hice before. 
There were no ti'ees nor iii'ccn jirass anvwhere in siofht. 
As far as he could see tiiere was only sand — white sand 
— that was so hot and scorching. 

"Seems to me I've seen pictures in the geography like 
this," he said to himself. " It must be a desei-t. Oh, I 
tiever was so hot before ! I can't sit here ! AVhat shall I 
do?'" 



146 WHEN FIRST WE GO TO SCHOOL 

He thought of the willow trees on the wide lawn at 
home. 

If he could only sit in their cool shade foi' one little 
minute ! He could see the long shadows they threw on the 
grass and hear the rustle of the wind in their tops. If he 
were only there! 

He brushed something away that looked very much - 
like a tear, though he told himself it was only because he 
w^as so warm. 

All at once he noticed a tiny speck far away in the 
distance. 

IS^ow it looked larger! Yes, it surely moved and was 
coming nearer. 

What if it were a bear ! 

" There is no tree to climb, and I couldn't run, I'm so 
hot and tired." 

Nearer and nearer it came, moving so slowly. Dick 
watched it with a quickly beating heart. Now he saw^ 
that it was not a single animal, but a great many in 
a line. 

" Oh, they are camels ! " he cried. " Yes, I know 
they are. I saw some once at a circus that looked 
just like them. But what queer lookiug men are on 
them!" 

They were now very near him, and one of the men 
beckoned with his hand and said somethinsf. 



WHEN FIRST WE GO TO SCHOOL 147 

" I can't understand him," murmured Dick, '^ but I 
guess he means he'll give me a ride." 

The man helped him on to a camel and they jour- 
neyed on. 

The day wore away. How tired Dick was! 

"The camel joggles so," he said; ""and I am so 
thirsty, I shall die. If they would only stop a minute." 

What was the trouble? What were they saying? 
Each man was bowing himself toward the ground, waving 
his hands and shouting. 

^^ I don't see what they are making all that fuss about. 
I can't see anything, the sun hurts my eyes so; " and Dick 
covered his eyes with his hand. 

Suddenly there was a shout and the camels stood 
still. Dick lifted his head. Could he believe his eyes? 
Right befoi-e him was a little spot of green grass, a 
spring of cool water, and one of those things he hated — 
a tree! 

Hate a tree ! He had never seen anything so beautiful 
in all his life! He fairly tumbled oft' the camel in his haste 
to reach it. 

The tears ran down his face as he threw his arms 
around its trunk. 

" Dear tree," he cried, "I — " 

" Dick, Dick, are you going to help me plant the new 
trees? " called his father. 



148 WHEN FIRST WE GO TO SCHOOL 

Opening his eyes Dick found himself in his own httle 
room, both arms clasping the pillow. He was soon dressed 
and down stairs, so anxions to plant trees he conld hardly 
eat his breakfast. 

In one night he had learned to see 
The wonderful beauty there is in a tree. 



MAY. 

Subject: Lipp: in All Nature. Bikd Day Program. 
Stohv: a Queer Little Nest. 

As you look back through the vista of years, did "the 
little girl you knew best of all "" ever go out hanging May 
baskets the first of May? 

How hard we worked for days liefore, getting the 
" creations " ready, and were they not pretty, the paper 
baskets filled with bonbons and posies, and the bunches of 



pattkrn for may basket. 



blossoms that we tied to door knobs at dusk? A ring at 
the door bell, then a scampering of little feet down the 
walk as we tried to reach home without being caught. 

149 



150 



WHEN FIRST WK GO TO SCHOOL 



If the custom still holds good, why not make some of 
these baskets during the occupation periods? 

They may be cut from oak-tag, bristol board, or 
drawing paper, tied with bright worsted or ribbon, and 
decorated with foldings, scrap pictures, or water color. 

Square weaving mats make especially 
pretty ones when folded into boxes or cor- 
nucopias; envelopes are not to be despised 
when trimmed with paper crimped and curled, 
while Uttle boxes covered with crepe paj)er 
are perhaps prettiest of all. 
It is helpfulness and brotherly love that we are prac- 
tising this year, and it is the little things, " the trifles," that 
make or mar our daily lot. Some of the prettiest baskets 
might be sent to a children's hospital, hung to some little 
playmate in the village who is ill, or to a '^grown-up" 
invalid, for no one will undervalue a dainty basket of 
flowers. 





May furnishes subjects in plenty for talks, stories, seat 
work, and songs, for all nature is teeming with life — Life 
Universal. 

One year, when oui- playground was a bed of sand at 



WHEN FIRST WE GO TO SCHOOL 



151 



the back of the building we went "a-Maying" (in imagin- 
ation) to Farmer Brown's farm. 

His farmhouse and barn adorned our calendar; from 
bis apple and pear trees came our twigs; by his l)rook grew 
our pussy willows; and in his orchard our birds built their 
nests. 




He became a real personage to the little people who 
suggested the different things that belonged to this 
imaginary farm. 

Emilie Poulsson's Xursei-y Finger Plays (Lothrop 
Publishing Company) gave work for many days. 

'^ The Little Plant " grew here ; " The Hen and Chick- 
ens " flourished; in his meadow *"" The Lambs" gambolled 



152 WHEN FIRST WE GO TO SCHOOL 

and played, and he owned " Piggy AVig and Piggy 
AVee." Here ^'A Little Boy AVent Walking"; '^ The 
Sparrows'' had a home; '^ The Caterpillar's" change took 
place, and " The Coi-n Grew." 

He owned " The Bees," also, and one day we had a 
Inncheon of crackers and honey. 

We planted his garden in boxes indoors, and in sand 
outside, drew his trees, painted his tulips, and modeled his 
animals. 




His tools anil carts were made, and some snow-white 
paper swans went saihng over a I)lue paper pond. 

By this time, the little folks could do very good work 
in drawing and water color, and would work busily and 
carefully for a whole occupation pei-iod with a twig or 
blossom on their desks for models. 

The articles were pasted in their books, and used for a 
blackboard border telling ''the story of the month." 

Memorial Day and Bird Day are the days to receive 
special attention. For the former, let 'Move and tlowers " 



WHEN FIRST WE GO TO SCHOOL 153 

for our heroes, the soldiers, who have loved their country, 
take the place of memories of bloodshed and strife. 
Remember, 

" We banish our anger forever 
When we laurel the graves of our dead." 

Flowers should be brought by the little folks when 
possible, and iisuall}' these can be sent to the veterans to be 
used in their decorations. 




In this way the children will feel that they have a ])art 
ill this labor of love. 

]\[ore and more with each recurring May we are learn- 
ing to appreciate the return of our feathered songsters. 
So many schools now celebrate this return with some 
appropriate exercise that the following little program has 
been prepared with the hope that it may prove suggestive. 

For decorations use as many of nature's floral 



154 WHEN FIRST WE GO TO SCHOOL 

treasures as possible; the colored plates that accompany 
^^ Birds and All ]S^ature;" and birds cut and painted by 
the children. 

In personating the birds it is not necessary for the 
children to " dress up." Imagination can enter in and 
transform them into ^' fowls of the air.*" 

The songs and games suggested are from the follow- 
ing Song Books: 

"Merry Songs and Games," Clara B. Hubbard; 
"Songs for Little Children," Part 11., Eleanor Smith; 
" Songs of the Child World," Jessie L. Gaynor; "Songs 
and Games for the Little Ones," Harriet Jenks and 
Gertrude Walker. 

The book by Jenks and Walker has more bird songs 
than any of the others, and one can get along very well 
with that alone. 

Proukam foe Bird Day. 

Song. "Lovely May." C. B. Hubbard. 

" All the birds and bees are singing, 
All the lily bells are ringing," etc. 

Quotations. What May brings us. 

1. 
" When May came the bare boaghs budded, 
Whei-e she passed the wind-flower blew, 
Whither stra^^ed her dainty footsteps. 
There the purple violet grew. 



When first we go to school 155 



" The time for the siiigmg- of birds has come, and the 
voice of the turtle is heard in onr land." 



"May bring-s us the violets tender and sweet; 
Bright yellow dandelions shine at our feet." 



" But they wait for thy coming, 
Sweet wind of the South. 
For the touch of thy light wings, 
The kiss of thy mouth." 



" Crowds of bees are giddy with clover, 

Crowds of grasshoppers chirp at our feet, 
Crowds of birds at their matins hang over, 
Thanking the Lord for a life so sweet." 

SoxG. " All the Birds Have Come Again." Jenks and Walker. 

" All the birds have come again. 
Come again to greet us," etc. 



Bird Quotations. 



"Sing, little bird, oh, sing, 

How sweet thy voice and clear, 
How fine thy airy measures ring 
The sad old world to cheer." 



156 WllfcN FIRST WK 00 TO SCHOOL 

2 

" The sweetest sound our whole year round, 
'Tis the first robin of the spi'ing. 
The sang of the full orchard choir 
Is not so fine a thing." 



" The little birds fly over, 

And oh, how^ sweet they sing, 
To tell the hap])y chiklren 
That once again 'tis Spring." 

4 

" There are notes of joy from the hang-bird and wren 
And the gossip of swallows through all the sky; 
The birds in the meadows are building their nests, 
And the wilding bee hums merrily by." 



"Hear the thrush that carols at the dawn of day 
From the green steeples of the piny wood.'^ 

6 
" Think of your woods and orchards without birds. 

7 

" Even the blackest of them all, the crow, renders 
good service." 



WHEN FIRST WE GO TO SCHOOL 157 

SoNCi. '• Where do All the Daisies Go? " Jenks and Walker. 

(Second stanza.) 
"Where do all the birdies go? 
I know, I know. 
Far away from Wintei*'s snow, 
To the fair wai'ni Sonth they go. 
There they stay till daisies blow. 
That is where they go." 

Chickadee. 

(To be recited by a little girl who will personate Cliickadee. She flies 
softly aroiinil tlie room and as she pauses, describes herself thus :) 

/ didn't go away at all. T was here all winter. I 
never mmd the cold. T can always find seeds and dried 
berries to eat, and warm places in the pine trees to sleep. 
Look at me. My back is brown, i^She jwints out the dif- 
ferent parts as she names them.) The top of my head and 
throat are black, and my breast is almost white. Most of 
my family have gone farther north. I am going, too. I 
shall build a nest there, but I will come back in the fall. 
Throw some crumbs out for me next winter and I'll sing 
a song fo»' you. Good-bye. Chickadee-dee, Chickadee- 
dee- (She sings " chiclcadee " as she flies to her seat.) 

Game. " Five Little Chickadees." Jenks and Walker. 

(Two children stand facing each other, and with uplifted hands form the 
"door." Five children as chickadees sit by the door and fly one by one around 
the room and back to seats as the children in seats sing :) 

" Five little chickadees sitting by the dooi-, 
One flew away and then there were four. 



158 WHEN FIRST WE GO TO SCHOOL 

Chorus. 
"Chickadee, chickadee, happy and gay, 
Chickadee, chickadee, fly away." 

^'Fonr little chickadees happy and free. 
One flew away and then- there were three." 

Chorus. 
" Three little chickadees looking at you. 
One flew away and then there were two." 

Chorus. 
" Two little chickadees sitting in the sun. 
One flew away and then thei'e was one." 

Chorus. 
" One little chickadee left all alone. 
He flew away and then there was none." 

Chorus. 
Robin. 
(Personate as before.) 

" Cheer up, cheer up, for hei'e I come. How glad I am 
to see you once more. 1 like the childi-en of the South, 
but I am always glad to come Xoi-th in the Spring. 

•'ITave you seen Bluebird? He and I came togtthei'. 
How do I look in my spring suit? My back is brownish, 
head and throat black, and my breast this dull red coloi-. 
There is a white streak on my throat, too. 

" No, we haven't any babies yet, but there are three 
lovely green-blue eggs in our nest iu the orchard. Our 



WHEN FIRST WE GO TO SCHOOL l",;) 

family will be quite large by autumn, for we raise two 
broods. My mate is calling me, so I must go. 

" This is my favorite song — ' Cheer-up, cheer-up.' " 

SoNr;. '•' Two Robin Redbreasts." Jenks and Walker. 

" Two robin redbreasts in their nests, 
Had little robins thi-ee," etc. 

Bluebikd. 

(To be personated by sorre child who shoukl fly around the room and pause 
long enough to recite :) 

"My back is blue, just like the sky: 
So are my wings with which I fly. 
My breast is red, not very bright. 
And nfew of my feathers you'll find are white. 
I've been here a month, my mate came, too, 
Her dress is a little lighter blue. 
We're keeping house — now don't you tell — 
In that old apple tree near the well. 
And some day soon I hope there'll be 
Five little bluebirds u]) in that tree." 

Song. " The Bluebird." Jenks and Walker. 

"I know the song that the bluebird is singing, 
Up in the apple-tree where he is swinging," etc. 

Woodpeckers. 

(Two children are to personate Hairy and Downy, one to ))e a little large 
than t' e other.) 

(i/i co7icert.) 

- ^' Oh, jolly little woodpeckei's are we, 

And you may always know 



160 WHEN FIRST WE GO TO S("1I()()I> 

When trom the trees we're seeking food, 
For tap, tap, tap we go." 

(Larger child recites:) 

" My coat is black, spotted with white. Can you see 
the white streak down my back? I always wear this little 
red band on my head. I am Hairy Woodpecker, and this 
is my cousin Downy. Isn't he a cnnning little fellow? 

"We bnild our nests in holes in ti-ees. That is why 
we have such strong bills. We can run right up the trunks 
of trees. Not many birds can do that. Shall you know us 
the next time you see us? We look much alike, but 
remember I am bigger. Come, Downy, we must be going." 

Song. "•Woodpecker." 

(This will be found nuder " The Swallow " in " Merry Sonais and Games." 
C. B. Hubbard.) 

"The old woodpecker is hard at work, 
A carpenter is he. 
And you can heai* liim hammering 
His nest upon a tree." 

Sparrows. 
(Four small children are needed for this, and " Chippy " does the talkin.a;.) 

" We are sparrows, we are sparrows, 
So happy and free. 
This is our cousin from over the sea. 
{Poiyits to English sparrow.) 
Song Sparrow's voice you often have heard, 
(Shows song sparrow.) 



WHEN FIRST WE GO TO SCHOOL IT. I 

This white throated one is the Peabody bbd. 

(Shoivs white mat king.) 
I am the ' Chippy/ known to you all, 
I eoine early in spring and leave late in the fall. 
Our colors are sober and quiet in hue, 
We look much alike, don't you think that we do?" 

Song. "The Sparrows." (" Nursery Finoer Plays.") Emilie Poulsson. 
(It may 1)e sung to tho tune of " Rock-a-by Baby, on the tree-top.") 

"Little brown spari-ows flying around. 
Up in the tree-tops, down on the ground, 
Come to my window, dear spai'rows, come, 
See, I will give you many a crumb. 

" Here is some water, sparkling and clear, 
Drink, little sparrows, drink without fear, 
If you are tired, here i^ a nest, 
Woiddn't you like to come here and rest? 

"All the brown sparrows flutter away, 
Chirping and singing, ^We cannot stay. 
Up in the tree-tops, 'mid the gray boughs 
See the sparrows' snug little house.' " 

Rkcitation. '' The White-Throated Sparrow." 

" Old Mr. Peabody was very much troubled. It was 
early spring-time, and the large field near his house must 
be planted, but he could not make up his mind Avhat to sow. 
Grain of some kind it must be, but which kind? As he 
stood leaning on a fence post he heard a voice call : 



162 WHEN FIRST WE GO TO SCHOOL 

' Sow wh-eat, Pea-body, Pea-body, 
Pea-body, wh-eat, Pea-body, Peabody.' 

Looking up he saw a bird perched in an old tree calling 
this down to him. ^ Wheat, do you say?' said the old man. 
Wheat it shall be, then ; ' and he raised a large crop. 
After that the white-throated sparrow was called the ^ Pea- 
body bird.' " 

Bobolink. 
(A child comes flying.) 

"Bob-o-link, bob-o-link, spink-spank-spink. May's 
the month for me. Fm so happy, I can't sit still a minute. 
See my glossy black coat with white trimmings! Isn't it 
handsome? Yet, dear me, before the summer is gone it will 
look like a ragged brown one. How clothes do wear out! 
My mate is down in the meadow. You'd have hard work 
to find her or our nest, with its six fine eggs. She takes 
care of the house. Her dress is brown. She can't sing as 
well as I, but I sing to her, and I get food for the little 
ones when they are hatched. I like seeds best myself, and 
oh, don't I like rice! I had a feast down south last month. 
They call me the Rice Bird down there, and they say — 
there is my mate calling. I must go. Bob-o-link, bob-o- 
link, spink-spank-spink." 

Recitation. " Robert of Lincoln." Bryant. 

(To be recited by the children in concert, or by the teacher.) 



WHEN FIRST WE GO TO SCHOOL 163 

Song. " May." Jenks and Walker. 

" Pretty little violet, waking from your sleep, 
Fragrant little blossom, just about to peep. 
Would you know the reason all the world is gay, 
Listen to the Bobolink telling you 'tis May." 

Games: "■ Birdies iu tlie (ireeiiwood," " Flyinu Hinls," "The Pigeons," 
" The Pigeon House." 
(Aii\ or all of thise srames mny b ^ played. Words ami ninsic are found in 
" Songs and Ciaines," Jenks and Walker, with directions in the back of the book 
for playing them.) 

BALTnioRE Oriole. 

(Comes tlying, gives a little bow, and says:) 

"Baltimore Oriole, if you please, named foi* a lord, and 
the best weaver in birdland! Head, back, and wings dark, 
with a little white trimming, shoulder caps, and a breast of 
orange. That is my suit. We came the first of the month, 
and my wife has just finished the nest. It is upon that 
high bi'anch of the elm. If we had it down low, other birds 
and boys could find us easily, we are so bi-ight colored, and 
our babies always chirp so loud. Our nest is deep like a 
bag, and the wind rocks it to and fro. It is a fine cradle 
for the babies. Have you seen it in the elm tree? 
There is some yellow silk woven into it, and it is the 
prettiest nest in town, /think." 

Song: "The Swallow." C. B. Hnbbard. iSecond stanza. 
" Of all the weavei'S that I know, 

The oriole is the best. 
High on the ))ranches of a tree 
It hangs its cozy nest." 



164 WHEN FIRST WE GO TO SCHOOL 

Have some bird wing-flapping for rest exercises for 
the whole school. Let them be eagles and stretch their 
wings to the widest extent. Let the children show anything 
they have seen birds doing, i.e., walking, tlying, hopping, 
di'inking, etc., what bii'ds eat, the nses of birds, and some 
of their enemies. 

Tell ''"The Birds of Killingworth,"' by Longfellow^ in 
story form, for the teache'r's part of the program, and close 
with '' Birdling's Good-night to tiie Flowei-s," "Songs for 
Children," Part IL, Eleanor Smith, or '^ The Bird's Nest," 
"Songs of the Child's World," Jessie Gaynor. 



WHEN FIKST WK Oo To SCHOOL 105 

A QuEEE Little Nest. 

Ai.iCK I.. Hkckwith. 

Such a lively set ol" hoys and girls as wei'e gathered on 
the tVont })()i'eh yon ncvei- saw. It was Dolly's hirthday, 
and ahont a dozen children had heen invited to take tea 
with her. 

"What can we play now^V" panted Dolly, as she sank 
down on the steps, all out of breath, after chasing Jack 
Dickson npon the hay mow. 

''Oh, wdiat do yon think I've fonnd?" called . little 
Tommy Schoonei', dancing ronnd the coi-ner. 

"Oh, what?" they all exclaimed. 

" Gness." 

" A penny, most likely," said Phil. 

"No, sir; come and see," and Tommy led the way, the 
rest following. 

At one end of the back piazza was a long bench 
covered with stone crocks or jars, turned bottom side up. 
The crocks were stacked one above anothei* in big piles. 
One stack was pushed slightly over the edge so there was 
a hole up under them. 

Tommy got down on the floor and looked up under 
the stack. 

" Look there ! " he said, in great satisfaction, and three 
or four joined him. 



166 WHKN first Wfi GO TO SCHOOL 

'^ Oh, don't you touch that," cried Dolly, in great 
alarm. 

" Be carefid, Tommy. Come away." 

"Pooh! " exclaimed one of the boys, "it's nothing but 
a bird's nest." 

"Well, you leave it alone," cried Dolly, almost angry 
at the boy's heedlessness. " That's my wren's nest. They 
built it when T had the measles in April. Oh, they were so 
cunning! I used to sit by the window and watch them. 
They brought straws four or five times as long as the}' 
were.themselves, to put into the nest. Dear little fellows, 
they worked so hard! Sometimes they would get a straw 
nearly up to the crock and the wind would blow it away, 
and they would have to try over again. 

" Mamma put some little bits of worsted out there on 
purpose for them, and they put those in, and chicken 
feathers, and grass, and lots of things. They made it with 
a roof, so that when Mamma Wren is inside all you can see 
is her bill. 

" One day when I got bettei", I looked in, and there 
were six little mites of eggs — kind of white with little 
specks of red and brown." 

"Why didn't you keep them?" asked Bob. 

"The idea!" cried Susie. "I should think you'd be 
ashamed, Bob Jenkins! " 

"Why, of course I wouldn't touch them for anything," 



WHEN FIRST WE GO TO SCHOOL 167 

said Dolly; "and one day I saw the Papa Wren keep 
flying out of the nest with something in his mouth that 
he would drop under that tree. I went out to see what 
it was, he w^ent so many times, and I found lots of little 
pieces of egg shells, and when I looked in the nest, instead 
of eggs there were six little birds about as big as two 
little grains of corn, one grain for the head and another 
for the body." 

" Oh, let's see 'em," said Phil. '' Let's lift the crock up." 
" The mother bird's in there now," said Tomm3^ ^' I 
saw her fly in." 

'■ Come away and let it be still here and perhaps she 
will come out," said Dolly. So they went back to the front 
lawn. 

" On the carpet here we stand," sang the children's 
voices, as one after another was called into tlie ring, and 
all was quiet on the back piazza. 

Mannna Wren peeped shyly out and tinding the coast 
clear started ofl' in search of food. 

This was what Algernon Fitzgerald had been waiting 
for. Now was his chance and he stole noiselessly aci'oss 
the gi-ass, climbed upon the bench and began a search for 
those bii'ds. He had said nothing while the children were 
talking, but he had made up his mind to have the first 
peep. 

" Come, Phil, it's your turn to call some one into the 



168 WHEN FIRST WK GO TO SCHOOL 

ring," said Nan, when, — "what was that?" Such a cry as 
came from the back of the house. 

''O my!" cried Dolly, her face growing pale, "my 
birds!" and they all followed her to the spot where a 
fierce battle was taking place. 

« It seems Algernon, surprised l)y the unexpected return 
of Mamma Wren, had lost his balance and had fallen to the 
floor, and before he could scramble to his feet. Mamma 
Wren flew at him. What a fuss that mite of a bird did 
make! Up and down, back and forth, around his head she 
went until Papa AVren, hearing the alarm, joined in the fray. 

How they did scream at him and scold him! Neither 
of them touched him, Ijut they flew so near him that he 
crouched there, big coward that he was, acting as if he 
expected any minute to have his eyes picked right out of 
his head. 

It was the funniest kind of a sight; the birds were so 
tiny and Algernon was so big. 

" Why, Algernon Fitzgerald Fremont!" cried Dolly, 
stamping her foot, "you are the wickedest cat that ever 
lived, and you shan't have a l)it of supper to-night." 

. " Come, children, tea is ready," called Mrs. Fremont, 
and Algernon Fitzgerald took this occasion to slink ofi" to 
the barn with drooping head and taiL 

Papa lifted the crock very gently after supper so that 
the children could look inside and see the curious nest. 



WHEN FIKST WE GO TO SCHOOL 109 

The wrens stayed there until the httle ones were fully 
grown, and though they came back the next year and built 
another nest in the very same place, Algernon was never 
known to molest them. Pie would sometimes sit near by, 
and open his eyes as lie ht-ai-.l tlie chii'ping oF the birds 
while the}^ were being led, but the memory of that May 
battle kept him at a safe distance. 



JUNE — LAST DAYS. 

Stoky: a Frisky Wheelman. 

"What is so rare as a day in June? 
Then, if ever, come perfect days." 

If we could only spend them out of doors ! 

As that seems out of the question bring in as much of 
the outside world as possible. 

Study the things within your own environment first, 
before you sigh for the treasures of your sister teachers. 

Kemember the ant-hills at the door, the caterpillars on 
tree trunks and fence rails, and the earthworms creeping 
over the walks aftei- the rain. 

Watch the buttertiies and moths, and add to the list of 
wild flowers. 

Jack-in-the-pulpit preaches to-day, daisies are danc- 
ing, and buttercups gleam in the meadows. 

For occupations there seems to be little that is new, 
but there are different ways of arranging them. Can we 
not do a little designing now? 

A border of violets, a center piece of leaves, a book 
cover with a child's favorite flower makes a pleasing 
variety. 

Remember that it is expression that you are trying to 

170 



WHftN FIRST WE GO TO SCHOOL 171 

get rather than marvellous results, though neatness should 
be insisted upon, and a fair degree of accuracy. One's 
originality is taxed to the utmost now; everyone is tired, 
and work drags these last days. 

But there are different ways of passing them. Look- 
ing backward through a vista of years I see 

A Picture. 

Twenty children are toeing a crack in the floor. The 
last spelling lesson of the year is just over. How the time 
has dragged! There has been outward submission but 
inward insubordination to the iron-clad rules. Courage, 
however! Ten minutes more and — " Ida Allen, have you 
Avhispered?" How the little girl at the head of the line 
shivers as the teacher stands over her with menacing glance. 

Is she as painfully ugly looking as she seems now, this 
woman with the fiery black eyes and short black curls, or 
is it because they dislike her so? 

Down the long line goes the question. Twenty guilty 
" Yes, ma'ams," interspersed with sobs and tears, is the 
reply, and then twenty little hands feel the blows from two 
birch sticks lying conveniently near on the desk. 

" The exercises are over! " Are they? Will anything 
ever efface the memory of this disgrace and injustice? 

It was certainly burned into the memoi-y of one little 
girl who grew white to the very lips. Not a tear did she 



172 WHEN FIRST WE GO TO SCHOOL 

shed, but five minutes later Avhen she reached lier mother's 
side and poured out her grief, she cried, " When I am a 
woman I shall be a teacher and I hope Miss Smith's little 
girl will go to school to me. If she does I shall whip her 
just as she did me this afternoon." 

This httle girl is a ^' grown-up woman " now. She 
hears of Miss Smith sometimes, but she never meets her. 
She says she would go miles out of her way to avord her. 

'^Make a child happy now, and you make him happy 
twenty years afterward." 

I repeat this mechanically, it has become such a trite 
saying, but as I do so, memory calls up 

Another Picture. 

It is the same school-house one year later. Again it 
is the last day of school. There is no " speaking of pieces," 
as was often the custom, no visitors, not much out of the 
ordinary school I'outine of every day work. A new copy 
in the writing books in blue ink, because the little ones 
thought it prettier than black, the reading of the favorite 
stories in the well-worn thii'd readers — supplementary 
books were not common then — and a little spelling match 
in which the children choose sides. 

There is lemonade later, that a little girl serves in a 
blue china mug with pink roses on the sides, some 
"rewards of mei'it" with bright pictures, for keepsakes, 



WHEN FIRST WE GO TO SCHOOL 173 

and a little quiet visiting when whispering I'ules are sus- 
pended that the children may have a good time. 

This is all, except the teaclier; but such a teacher! 

Did anyone else ever have such wavy brown hair, 
such dehcate coloring, winning smile and gracious manner? 

Was she as beautiful as she seems now when more 
than a score of years have passed, or was it because the 
children loved her so nuich that she wears such a halo of 
glory? Certain it is that this last day and the vision of 
Miss Rose standing on the school-house steps with her 
brown eyes full of tears, bidding the little ones good-by, is 
one of the pictures that hangs on memory's walls to be 
treasured as long as life lasts. 

Do you think these things happened in some country 
across the sea, or that the pictures are overdrawn? 

Oh, no! They took place in this free United States 
since slavei-y was abolished. 

I was one of the little girls who went to school to both 
teachers. 

'^ Is it wai'm in that green valley. 

Vale of Childhood, where you dwell? 
Is it calm in that green valley 

Eound whose bourns such great hills swell? 
Are there giants in the valley — 

Giants leaving foot-prints yet? 
Are there angels in tlie valley? 

Tell me — I forget.'' 



A Frisky Wheelman. 

Alice L. Beckwith. 

I cannot tell which Sydney thought more of, his bicycle 
or Jake. 

The bicycle he bought with his own money, and Jake 
was a beautiful gray squirrel which an old Scotch gentle- 
man had given him on his last birthday. 

The old man found him in a hollow oak tree while 
chopping in the woods one day, and as winter was coming 
on, and the little fellow might be cold, he carried him home 
to Sydney. 

He soon became very tame, and ever so fond of his 
little master. Sydney taught him many tricks. He would 
say, "Jake, let me see you crack this nut," and Jake would 
sit up on his hind legs, hold it in his paws, and crack it 
with his teeth. 

Then he would roll over when told to do so, shake 
hands, go to slee[), and even hold a tiny gun and play 
soldier. But there was nothing he loved so much as to take 
a ride with Sydney on his wheel. 

How his little bead eyes would dance with delight as 
he lay low on his masters shoulder, his silky coat pressed 
smooth by the rushing wind ! If Sydney rode slowly, then 
Jake would sit upright, with his long, plumy tail curled up 
in front of him, or he would change from shoulder to 

174 



WHEN FIRST WE GO TO SCHOOL 175 

shoulder, and sometimes would skip down to the handle 
bars and ride there. 

One moi-ning Sydney came into the house and called 
"Jake! " No answer. "Jake, Jake, do you want to take 
a ride?" 

What do you think? Jake jumped right out of 
grandma's cap box where he'd been taking a nap, ran out 
of the door, and seated himself on the wheel as much as to 
say, " If you please ! " 

Sydney laughed, and off they started. They had a 
fine time until the middle of a long hill was I'eached, when 
Sydney took a " header." He was not hurt a bit, but when 
he scrambled to his feet Jake was nowhere to be found. 

Up and down the street Sydney looked, whistling and 
calling, but no little squirrel came. 

Then he looked up in the trees, down in the gutter, and 
finally went down a side street and got Bob Jones to join 
in the search. It was the strangest thing how he could 
have disappeared so suddenly! 

For nearly an hour they searched, several other boys 
helping them, but it was of no use, and Sydney at last rode 
sadly home. 

A happy thought came ! Perhaps he would find him 
at the house; but neither mamma, grandma, nor sister Flo 
had seen anything of him. 

" He must have gone back to the woods," said Sydney 



176 WHEN FIRST WE GO TO SCHOOL 

in a husky voice, for the tears would come ; and he ran his 
hand into his jacket pocket for his handkerchief. 

How he jumped as he touched something soft and 
furry, and then — dear me — out came Jake from that 
pocket right on to the table! He sat there and looked at 
the little boy as much as to say, " What in the world is all 
this fuss about? Such a tumble as that was, Master Sydney, 
was enough to give even a squirrel a headache. It was too 
nnicli for me, so I jumped into your pocket, and it has taken 
me all this time to get over that fall." 



APPENDIX. 

occi'pations. 
Free Hand Paper Cutting. 

For the first lessons, let the children cut j^ictures 
from fashion plates, circles and squares drawn on drawing 
paper, and sti'ijjs from ruled note paper, cutting on the 
lines. 

When they have gained control of the scissors the 
lessons in free cutting may follow. 

Choose an object familiar to all, simple in outline, and 
large enough to be easily seen. A basket, a dipper, a cup, 
are good objects. 

Question as to size and form, and let the childi-en shf)w 
with their hands how tall it is and how wide. 

Then with no pencil lines let them cut from paper the 
shape of the object, teaching them to make no unnecessary 
scraps. 

Cut with the children, and discourage the cutting of 
tiu}^ things. Don't be too critical of first results. Pin the 
best cuttings on the board, and later, when the work 
improves, let them be mounted on colored paper. 

Lessons in dictation and memory cutting should follow. 

• • Cut the broom we drew yesterday ; cut two kinds of 

177 



178 WHEN FIRST WK GO TO SCHOOL 

fruit; cut some of baby's playthings; cut something seen 
on the way to school this morning." 

Again, show them that by cutting straight in from the 
edge of the paper and following the outline of the object 
carefully, the outside margin may be cut in one piece. It 
may then be joined so neatly that the seam will hardly 
show. Mount both the object and margin and you will 
have two pictures with opposite effects in color. 

Simple stories may be wi'itten on the board foi' the 
children to read and illustrate with cuttings for seat Avork. 

Materials for Paper Cutting. 

Paper. White or manila drawing paper, or the 
unruled pencil paper usually included in school supplies. 
Colored paper is attractive, but it is wnse to use it sparingly 
except for backgrounds. 

Better artistic effects can be produced with water color 
or colored crayons. 

Moimting sheets. Coated paper in soft, delicate colors 
are prettiest. Engine colored papers (alike on both sides), 
are very good, while common brown wrapping paper is not 
to be despised, and is cheapest of all. 

Scissors. Pointed ones are best, but blunt ones will 
do very well. 

Paste. Add a tablespoonful of gum tragacanth to a 
pint of cold water. Let it stand for ten or twelve hours 



APPENDIX 179 

and it will be of the consistency of jelly. Add a few drops 
of oil of cloves and it is ready for use. 

Each child may be given a little of the paste on a piece 
of thick paper,^ but this is a waste of time and is always 
inconvenient. Procure, if possible, some of the little brown 
glass jars that druggists use for ointments. They cost but 
a few cents each when bought in quantity. Let each child 
keep one filled with paste in bis desk; give him a flat 
wooden cigar lighter, or a tooth pick, foi* a paste stick, and 
he is ready to mount his cutting at a moment's notice. 

Some teachers utilize the ink wells in the desks for 
paste holders, when ink is n(jt used in the lower grades. 

Conventional Paper Cutting. 

Squares and circles of paper folded into quarters may 
have designs drawn upon them for cutting, such as cross 
forms and figures liaving curved lines; a quarter of the 
pattern being drawn on the outside fold. In cutting, the 
closed corner should he held in the left hand, cut through 
the four thicknesses on the di'awn lines, and when opened, 
the pattern will have a closed centre and be all in one piece. 

Triangles may be folded into thirds and hexagons into 
sixths in the same manner. 

Folding. 
Use four or five inch squares, white or engine colored 
papers, for folding. (Coated papers are prettier in color, 



180 WHEN FIRST WE GO TO SCHOOL 

but are too thick for this work.) They can be procured at 
a kindergarten supply store, or a stationer can cut them for 
you. For the first lessons fold on the diameters. Later 
diagonals may be added. Teach edges and corners, back, 
front, right, and left. 

A series of paper foldings may be derived from circles, 
and fi'om triangles, also, but space is too limited to give 
specific directions. The Prang Educational Company 
publishes a small book on paper folding and cutting, and 
the Milton Bradley Company one that is inexpensive. It 
will be better yet to apply to some kindergarten friend, 
who will gladly give many easy and simple j^atterns. 

Sewing. 

To the overworked ])rimary teacher sewing seems a 
task, but it is an occupation most fascinating to little 
people. Simple patterns should always be chosen. Use 
long stitches and have the pricking holes some little dis- 
tance apart. 

To prick the cards, fasten three or four white bristol 
cards together by slipping rubber bands over the ends. 
On the top card draw the pattern. Lay the cards on a 
pricking pad, or a piece of thick felt, and with a coarse 
pricking needle, or hat pin, jorick through the cards. Con- 
nect the holes on the under cards with pencil lines. 

The " Multiple Perforator " is much better for perfor- 



AIM'KNDIX 181 

ating the cards, but it is more expensive. Tt can be pro- 
cured IVom a kindergarten supply store. 

Very often some of the older childi'en can prick the 
cards. Pricked cards can be bought which are good for 
many things, but the ones yon sketch yourself to illustrate 
your own subjects are most satisfactory. 

See that the needles for sewing have big eyes, and use 
split worsted or yarn. Teach the children to thread their 
own needles and to tie a knot. 

In sewing push the needle up through the first hole, 
down through the second, up through the third, down 
through the foui-th, etc. 

This will leave gaps, or "" gates," as the children say, 
between each stitch. When one has been all around the 
pattern he should go back and sew the "gates." The work 
will then have a neat appearance on both sides. 

Weaving. 

For weaving, leatherette uiats are best for beginners, 
and when the paper mats are used choose those of medium 
width slits. 

Weave colored fringes into neutral mats, and neuti'al 
fringes into colored mats; put tints and shades of same 
coloi' together, and avoid inharmonious combinations. It 
is well to follow the order of the spectrum colors, letting 
each child have one of each color. 



182 WHEN FIRST WE GO TO SCHOOL 

Weave 1 and 1. 1 and 2. 2 and 1. 2 and 2. 3 and 
1. 1 and 3, etc. Mats cut one wide and one narrow, one 
wide and two narrow, make a pleasing variety. 

Weaving is excellent for number work, as well as 
color, and the patterns may be written on the l)oai'd. 

Use the Ball weaving needles in putting in the strips. 

Weaving mats may be hned with white paper and 
made into sachets, trays, baskets, hair receivers, etc. 

Drawing. 

For object drawing much better effects can be secured 
with charcoal than with pencil. Use French charcoal that 
comes in sticks. A half a stick will last a child for many 
lessons. Common Manila drawing paper may be used, 
while gray or buff cai'tridge paper is an excellent substitute. 
This comes in rolls, and strips can be tacked on the wall, on 
which sketches can be made if one is short of blackboard 
room. Charcoal rubs easily; particularly good work that 
yon wish to preserve can be sprayed with ^'fixitif." 

Teach the children to notice light and shade and to 
draw in masses. 

Trees and foliage are very effective done in charcoal. 
Pencil may be used for illustrative work. 

Painting. 

Some teachers prefer boxes of water color containing 
three colors, red, yellow and blue; others choose a box 



APPENDIX 183 

containing the six rainbow colors. Cheap, dull colors are 
not worth buying. 

Prang Company and Milton Bradley Company have 
excellent paints for school use, in boxes. 

Bradley Company has also moist coloi's in tubes that 
are very satisfactory. 

Good sized brushes with long handles should be used. 
Ask the children to bring some clean pieces of old Avhite 
cloth for paint cloths and a little cup for holding water. 
These can be kept in the desks. 

In ":ivin2f the first lesson to little children it is well to 
have a pencil outline — a large circle, for instance — on 
common drawing paper. 

Let them wash inside the line with clear water, and 
then apply the paint, putting on a smooth "wash." 

Yellow usually proves most satisfactory for the first 
lesson. It looks smoother for some reason than any other 
color. This circle may be baby's ball. A circle may be 
used again dividing it into sections and applying different 
colored washes. 

Indian blankets ai'e very effective. Wash over the 
paper with water and then paint a sti'ipe of each color in 
the paint box. See that the washes ai-e clear and brilliant 
in color, not thick and muddy. 

Teach the little folks to keep clean boxes, and to do 
neat work. 



184 WHEN FIRST WE GO TO SCHOOL 

The pencil outline can soon be dispensed with, and 
the children can paint directly from the object. 

If one has no paints, colored ci-ayon may be used. 

Common writing ink is a very good medium to use, 
also, if applied with the brnsh. 

Clay. 

If the janitor prepares the clay, count yourself fortu- 
nate. If you must do it yourself, keep it in a stone jar 
with water enough to have it moist but not sticky. 
Exclude the air, and it will not have to be dampened very 
often. Swedge it into a bi'ick before using, by dropping 
it on a smooth surface. 

Divide the brick into tho desired number of pieces by 
cutting it lengthwise and crosswise with a stout cord. 

Cheap straw caidboard is light and good for a mat to 
place on the desk; slates are sometimes used and strips of 
oilcloth which can easily be washed. 

Show the little people that by modeling with the 
fingers much better I'csults will be secured than by the 
rolling process which they are sui'e to use if left alone. 

Don't paint the clay objects, noi' add wires, sticks and 
cloves to make '''realistic " steins for fruit. 

Choose some object simple in outline for the lesson, 
but after that is con)pleted allow time for free work, if you 
wish the work to cxpi-css any individuality. 



appendix 185 

Paper Chains. 

Paper strips twenty inches long and one-half inch 
wide may be had in a variety of beautiful colors for chain 
making. 

Let the children cut the strips into five-inch pieces. 
Paste the two ends of the short strip together, making a 
ring; link another strip into this and paste ends; continue 
until the chain is of the desired length. 

Tliis makes a good numhei- lesson: 

"Paste two red I'ings and three white ones." 

" One red, one white, one blue." 

" Two red, two green.'" 

^' Paste them in prismatic order," etc. 

N^ote paper cut on the lines makes good white strips; 
a five-inch square may be folded into strips and cut on the 
folds. 

Festoons of red, white and blue chains make pretty 
patriotic decorations; red and green are pretty for 
Christmas. 

A long chain makes a pretty souvenir for the " birth- 
day child" to take home. Chains hung on a brass rod in 
prismatic oi'der make a gay curtain for a short window. 

Peas Work. 

Conmion dried peas procured at the grocery are the 
kind needed. 



186 WHEN FIRST WE GO TO SCHOOL 

Toothpicks may be used for sticks, but sticks made 
for this purpose can be purchased and they are much 
better. They come in five-inch lengths, are slender and 
brittle and can be broken into any required length. 

Soak the peas in water over night and then give a 
dozen or so to each child. Give the children three or four 
sticks. 

Directions. 

Break off a stick two inches long; put a pea on each 
end; break off another stick two inches long; insert this 
stick in the pea at the right, forming a right angle. 

Insert a stick at the left end, add peas to these sticks, 
connect with two-inch stick and you have a square. 

Make oblongs, triangles, pentagons, hexagons; outline 
simple objects that have straight lines — frames, shovels, 
rakes, hoes, etc. 

As the fingers grow more skilful, chairs, tables and 
other articles of furniture may be made. 

Pakquetry. 

Parquetry papers, in circles, squares, triangles, and 
other forms may be procured for borders and designs, that 
make attractive seat work, but the little folks may make 
their own parquetry papers. 

Tablets of wood or cardboard in these forms may be 



APPENDIX 187 

given to the children and they may trace around them and 
cut out the figures. 

To have the occupation of any real value other than to 
keep the little people still, the hand work should be con- 
nected with some subject, or the development of form 
should follow some natural sequence. 

Materials Needed in a "First Year" Room. 

Low blackboards. Water color paints. 

White crayon. Brushes. 

Colored crayon. Clay. 

Charcoal for drawing. Paste cups. 

Worsted. Paste. 

Worsted needles. » Scissors. 

Weaving mats. Tooth picks. 

Weaving needles. Pencils. 

Drawing paper. Unruled white paper. 

Uncolored sticks for stick laying. 

One inch tablets in light and dark wood. 

Circles, half circles, squares, half squares (triangles). 

Engine colored paper, five and six inch squares. 

White and colored. 
Coated paper for mounting cuttings. 
Coated paper, four and five inch squares, for borders 

and designs. 
White bristol board sewing cards. 



188 WHEN FIRST WE GO TO SCITOOL 

One pricking pad. 

Half dozen pricking needles. 

Cups for holding water when painting. 

Song Books. 

Songs for Little Children. Part I. Part II. Eleanor 
Smith. 

Songs and Games for Little Ones. Jenhs and Walker. 

Songs of the Child World. Jesi^ie Gaynor. 

Merry Songs and Games. (Jlara B. Hnhhard. 

Finger Plays. Mmilie Poulssoyi. 

Song Echoes from Child Land. Jenks and Rnst. 

Story Books. 

In the Child's AVorld. Emilie Poulsson. 
Kindergarten Stories and Morning Talks. Sara E. 
Wiltse. 

Boston Collection of Stories. 

The Stoi-y Hoar. Kate D. WiggiM. 

In Story-Land. Elizabeth Harrison. 

^sop's Fables. 

Gi'imm's Fairy Tales. 

In Mythland. Vols. I. and II. M. Helen Beckwith. 

Story-Telling with the Scissors. M. Helen Beckwith. 



Ebucational Morhs 

PUBLISHED BY THE 

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Adventures of a Brownie, The. Mulock 
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American History Stories, Vol. I. Pratt 
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Applied Psychology. McLellan and John Dewey 
Arabian Nights. Abridged. Chapman 

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Architecture. Vol. I. Outlines of Art History. 

Hopkins 
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Autobiography of Fr-anklin 
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A Year With the Birds. " " 

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Bible Selections and Responsive Readings. Geo. W. 

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History of New York, Vol. I. Irving 
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